Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study

Main Article Content

Birhanu Moges Alemu
Dereje Adefris Woldetsadik

Abstract

This research examined the effect of teacher and student relationships on the academic engagement of students. The research approach used was the qualitative study employing the interpretive research paradigm which falls in the case study design. The subjects of the study were eight teachers and four students of Adama Science and Technology University. The study used purposive sampling. It employed qualitative data collection tools: interview guides, a focus group discussion guide and observation. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher- student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. The findings of the study indicated that the factor that affects teachers’ motivational factors in student relationships were the work environment and students’ disciplinary problems. The results showed that the instructors are motivated to teach nevertheless the resources, environment, theories of motivation and goals set influence the quality of the teaching-learning process. The study concluded that these factors should be upheld. Consequently, it is recommended that higher education should improve the working environment and working conditions in the university.

Keywords:
Case study, learning, performance, student, teacher, teacher-student relationship.

Article Details

How to Cite
Alemu, B. M., & Woldetsadik, D. A. (2020). Effect of Teachers and Students Relationships on the Academic Engagement of Students: A Qualitative Case Study. Journal of Education, Society and Behavioural Science, 33(11), 48-62. https://doi.org/10.9734/jesbs/2020/v33i1130271
Section
Case study

References

Darling-Hammond L. Constructing 21st -Century teacher education. Journal of Teacher Education. 2006;57:1-15.

Billingsley JT, Hurd NM. Discrimination, mental health and academic performance among underrepresented college students: The role of extracurricular activities at predominantly white institutions. Social Psychology of Education. 2019;22(2):421–446.

Schunk DH, JL Meece, PR Pintrich. Motivation in education: Theory, research, and applications. 4th ed. Boston, MA: Pearson; 2014.

Smith HA. Signs of the expert teacher. In Teaching adolescents: Educational psychology as a science of signs (302-312). Toronto: University of Toronto Press; 2006.

Scheerens J. Educational effectiveness and ineffectiveness. A critical review of the knowledge base. 2016;389.

Birhanu AM. Enhancing the quality and relevance of higher education through effective teaching practices and instructors' characteristics, Universal Journal of Educational Research. 2014;2(9):632- 47.

Baker JA, Grant S, Morlock L. The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly. 2008;23:3–15. Doi:10.1037/1045-3830.23.1.3.

Buckley P, Lee P. The impact of extra-curricular activity on the student experience. Active Learning in Higher Education. DOI: 10.1177/1469787418808988

Bartlett L. Dialogue, knowledge, and teacher-student relations: Freirean pedagogy in theory and practice. Comparative Education Review. 2005; 49(3):344-356.

Keating A, Janmaat, J. Education through citizenship at school: Do school activities have a lasting impact on youth political engagement? Parliamentary Affairs. 2016;69(2):409–429. Doi:10.1093/pa/gsv017.

O’Connor EE, Dearing E, Collins BA. Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal. 2011;48:1:120-162.

Degago AT, Kaino LM. Towards student-centered conceptions of teaching: The case of four Ethiopian universities. Teaching in Higher Education. 2015;20(5): 493-505.

Zee M, Koomen H. Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research. 2016;86:981–1015. Available:https://doi.org/10.3102/0034654315626801.

Holzberger D, Philipp A, Kunter M. How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology. 2013;105(3):774-786. Available:https://doi.org/10.1037/a0032198

Downey JA. Recommendations for fostering educational resilience in the Classroom. Preventing School Failure. 2008;53:56-63.

Hallinan MT. Teacher influences on students’ attachment to school. Sociology of Education. 2008;81(3):271- 283. Available:https://doi.org/10.1177/003804070808100303.

Penuel WR, Riel MR, Krause A, Frank KA. Analyzing teachers’ professional interactions in a school as social capital: A social network approach. Teachers College Record. 2009;111(1):124-163.

Eccles JS, Wigfield A. Motivational beliefs, values, and goals. Annual Review Psychology. 2002;53:109-32.

Wentzel KR. Teacher-student relationships. In Handbook of Motivation at School. 211–230, (2nd Ed.). New York: Routledge; 2016.

Hamre BK, Pianta RC, Burchinal M, Field S, Crouch JL, Downer JT et al. A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge and observed practice. American Educational Research Journal. 2012;49(1): 88-123. Available:https://doi.org/10.3102/0002831211434596

Darling-Hammond L, Youngs P. Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher. 2002;31(9): 13-25.

Van-den Bergh L, Ros A, Beijaard D. Improving teacher feedback during active learning: Effects of a professional development program. American Educational Research Journal. 2014;51(4): 772-809. Available:https://doi.org/10.3102/0002831214531322

Horvat E, Weininger E, Laureau A. From social ties to social capital: Class differences in the relations between schools and parents network. American Educational Research Journal. 2003;42(2): 319-351.

Downey JA. Recommendations for fostering educational resilience in the Classroom. Preventing School Failure. 2008;53:56-63.

Baker JA. Contributions of teacher- child relationship to positive school adjustment during elementary school. Journal of School Psychology. 2006;44(3): 211-229.

Baxter P, Jack S. Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report. 2008;13(4):544- 59.

Creswell JW. Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage; 2013.

Yin RK. Case study research designs and methods (4th ed.). Thousand Oaks, CA: Sage; 2009.

Patton MQ. Qualitative research & evaluation methods. Thousand Oaks, CA: Sage; 2002.

Stake RE. Qualitative research: studying how things work. New York: Guilford Press; 2010.

Guo Y, Piasta SB, Justice LM, Kaderavek JN. Relations among preschool teachers’ self-efficacy, classroom quality, and children’s language and literature gains; teaching and teacher education. 2010;26(4):1094-1103.

Dunn T. Enhancing mathematics teaching for at-risk students: Influences of a teaching experience in alternative high school. Journal of Instructional Psychology. 2004;31(1):46-52.

Danielson C. Enhancing professional practice: A framework for teaching (2nd Ed.). Alexandria, VA: Association for supervision and curriculum development; 2007.

Haseloff M. Students amid pedagogic change: Partners or pawns. International Education Journal. 2007;8(2):81-91.

Hernandez C, Ravn O, Forero-Shelton M. Challenges in a physics course: Introducing student-centred activities for increased learning. Journal of University Teaching and Learning Practice. 2014;11(2):1-16. Available:http://ro.uow.edu.au/jutlp/vol11/iss2/8

Lumpkin A. Caring teachers: The key to student learning. Kappa Delta Pi Record. 2007;43(4):158-60. Available:https://doi.org/10.1080/00228958.2007.10516474

Rodríguez-Gómez G, Ibarra-Sáiz MS. Assessment as learning and empowerment: Towards sustainable learning in higher education. In Peris-Ortiz, M & Merigo Lindahl, J M (eds.), Sustainable Learning in Higher Education. 2015;1-20. Available:https://www.springer.com/gp/book/9783319108032

Gunuc S, Kuzu A. Student engagement scale: Development, reliability and validity. Assessment & Evaluation in Higher Education; 2014. DOI: 10.1080/02602938.2014.938019.

Pianta RC, La Paro K, Payne C, Cox M, Bradley R. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal. 2002;102(3):225-238. Available:https://www.jstor.org/stable/1002217.

Shen B, Mc Caughtry N, Martin J, Garn A, Kulik N, Fahlman M. The relationship between teacher burnout and student motivation. British Journal of Educational Psychology. 2015;85(4):519-532.

Slee PT, Skrzypiec G. Well-Being, positive peer relations and bullying in school settings. Cham, Switzerland: Springer; 2016.

Crosnoe R, Johnson MK, Elder GH. Intergenerational bonding in school the behavioral and contextual correlates of student teacher relationships. Sociology of Education. 2004;77(1):60-81.

Wijnia L., Loyens SM, Derous E, Schmidt HG. How important are student-selected versus instructor selected literature resources for students’ learning and motivation in problem-based learning? Instructional Science. 2015;43(1): 39-58.

Furrer C, Skinner E, Pitzer J. The influence of teacher and peer relationships on students classroom engagement and everyday motivational resilience. National Society for the Study of Education. 2014;113:101–123.

Hamre BK, RC Pianta, JT Downer, J Decoster, S Jones, J Brown E. Teaching through interactions: Testing a developmental framework of effective teaching in over 4,000 classrooms. The Elementary School Journal. 2013;113(4): 461–487. DOI: 10.1086/669616

Hersh RH, Merrow J. Declining by degrees: Higher education at risk. St. Martin's Press, New York; 2015.

Kelly S. Toward an optimal learning environment: Studies of engagement at the moment of instruction. Educational Researcher. 2014;43(4):208-10.