CHAPTER 1

INTRODUCTION

Multiple pedagogical theories are rooted in the reliance that learning is a social
process, that makes relationships influential to discover how students learn. In the
view of McCombs (2007) “learning is influenced by social interactions,
interpersonal relations, and communication with others” (p.57). For Numerous
theorists, learning and social relations are so interweaved that one cannot occur
without the other. According to Marzano (2003) Positive student-teacher
relationship is the foundation and basic element which positively affect all other
aspects related to student-teacher inside the school. (p.91). Relationship that a
teacher evolves with his students plays a significant role in student’s academic
growth and learning.

As Hallinan (2008) writes “Learning is a process that involves cognitive, social and
psychological dimensions, and both processes should be considered if academic
achievement is to be maximized” (p.271). The dependence on scores for
determining student’s success is not reliable. According to Rothstein, Jacobsen, &
Wilder (2008) “it is surprising that, so many education policymakers have been
thinking that simple quantitative measures like test scores can be used to hold
schools accountable for achieving complex educational outcomes” (p.27). A good
relationship between student and the teacher will result in more learning in the
classroom according to Downey (2008). It is believed that student-teacher
relationship is one of the most significant aspect which effect student’s educational
path positively (Baker, 2006). Although, it is persistently shown in literature that
good student-teacher relationships generally result in academic learning, as well as
social and emotional success for students. According to Blum, 2005; Bryk &
Schneider, 2003, Positive student-teacher relationship effect students emotionally
and socially as well as it effects their school adjustment even if they do not perform
well academically. In contradiction, research also shows that when students feel
disconnected from school, that can be much more damaging for them academically,
emotionally and socially. When this alienation continues throughout their years of

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schooling, these students can be linked to deviant behaviors in school, within their
families, and in the large scope of society (Blum, 2005; Crosnoe et al., 2004;
Solomon et al., 1997). Therefore, creating strong and positive relationships with
student is very necessary at their early academic stage and maintaining that bond
throughout academic years. Teachers must know how to create an environment that
will be suitable for establishing positive student-teacher relationships that will
impact student’s academic learning and achievement.

The relationship between teacher and student is not one that is lately being
analyzed. It is one of the relationships that is most studied, particularly in the
discipline of Education. The educational discipline has a significant effect on the
relationship between students and teachers. The teacher student relationship is the
most condemnatory aspect in establishing a learning atmosphere. Some students
may not reach their full potential academically, socially or developmentally if they
are disentangled at school and unable to communicate to the adults in the learning
environment. According to the American Academy of child and Adolescent
Psychiatry (2004) stated that students can become truant, isolated or act out in
efforts to display desperate behavior for seeking help from an adult. Poor academic
performance, deficit interest in school activities or the use of the drugs are often
sign a student is struggling and in need. When teachers know their students well
enough they can identify these problems easily. In the view of wobbles et al. (2014)
the student-teacher relationship “is the generalized interpersonal meaning student
and teacher attach to their interactions with each other” (p.364). The day-to-day
interactions of student and teacher are important building blocks for their
relationship. Teacher-student relationship has the capability to affect students at
various levels, including academic achievement, motivation to learn and school
adjustment. Positive student-teacher relationship helps teachers in job satisfaction
(veldman, van Tartwijk, Brekelmans & Wobbles, 2013), teacher wellbeing (GU
and day, 2007), and low level of stress (Yoon, 2002).

The relationship in which students engages with the teachers play a significant role
in their psychological development. Piñata’s teacher-student Relationship Scale is

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commonly used to assess the quality of teacher-student relationship. The nature of
student-teacher relationship determines their academic success (Piñata, Steinberg,
& Rollins, 1995). According to Hamre and Piñata (2001) “students react to their
relationship with their teachers”. When students feel that they have positive
relationships with teachers, they are more willing to trust and like those teachers
and thus are more motivated to succeed. “A major factor affecting student’s
development, school engagement and academic motivation, teacher-student
relationships form the basis of the social context in which learning takes place”
(Hughes & Chen, 2011; Roorda et al., 2011; Spilt, Koomen & Thijs, 2011).
Teachers need to assist their students to “explore ideas both individually and
collectively” (Churchill et al., 2011, p.264). Student-Teacher Interaction is one of
the primary means by which learning is practiced in the classroom. The positive
student-teacher relationship affects students positively and they get motivated to
achieve their academic goals (Paulson, 1998).

“When a child enters school, one of the most important foundational phenomena
that the child will experience is the teacher-student relationship” (Hamre, Piñata,
Downer, & Mashburn, 2008). According to Hamre et al. (2008), Teacher’s positive
behavior with students is the most important aspect that help students in school
attachment and adjustment and to boost their learning. Students in classroom who
do not communicate actively may not feel safe emotionally. “Creating caring
classroom atmospheres has been shown to reduce behavior problems and allows
students the opportunity to place their focus on learning” (Brannon, 2008; Hamilton
et al., 2007). Cavanagh (2008), an educational researcher, stated that too much
emphasis has been placed on curriculum and that often relationships with students
are forgotten. According to him an effective teaching method combined with
respectable and loving interactions in the classroom would help and motivate
students to progress both academically and socially. If a culture of care is created
in schools, students will develop into responsible, educated citizen who promote
tolerance, equity, and peace (Cavanagh, 2008). Student-teacher relationships
provide the framework through which students experience classroom and school
environment and that positively impacts student’s engagement as well as academic,

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emotional and social success. Research in engagement shows that “when student’s
needs for competence, autonomy, and relatedness are met, they experience
engagement” (Connell & Wellborn 1991; Klem & Connell, 2004; Skinner &
Belmont, 1993), “which in turns leads to positive outcomes for students, such as
prosocial behavior” (Decker et al., 2007; Wentzel, 1997) “and achievement”
(Connell & Wellborn 1991; Furrer & Skinner, 2003; Malecki & Demaray, 2006;
Murray & Malmgren, 2005; Roorda et. al, 2011). Student engagement, explained
by Skinner, Kindermann, and Furrer as “the quality of a student’s connection or
involvement with the endeavor of schooling” (2009), “is thought to serve as the
mediator between the context of the teacher-student relationship and outcomes of
interest for students” (Furrer & Skinner, 2003; Roorda et al., 2011). Children want
to feel secured and loved. “Marinating positive social relationships with students is
vital in creating safe and orderly learning environments” (Arum, 2011; White,
2007). When students feel secured they feel happy and motivated to actively
participate in the classroom and cooperate with peers. In a caring environment
where students have privilege to interact with their peers and teachers builds a
strong relationship among them which results in academic success (Brannon, 2008;
Cavanagh, 2008). In view of Terry (2008), “a fundamental question for most
students is ‘Does my teacher like me?’ Terry says, “Given a rigorous, aligned
curriculum, the answer to that simple question is our best predictor of student
achievement” (p.12). This thought was restated by Blankstein, Cole, and Houston
(2007) who stated, “Relationships are the key to any success you might have in
school or organization” (p.57). According to Mitra (2003), “when students and
teachers begin to interact with one another on a personal level and learn together
the traditional formality of the environment opens the doors to more productive
learning and an appreciation for one another as people”. Students who have positive
relationship with teachers are more open and confident towards learning than the
students who have negative or conflicting relationship with teachers and results in
school dropout. (Wehlage, Rutter, Smith, Lesko & Fernandez, 1989, p.118).

The student-teacher relationship is the most critical aspect in establishing a learning

atmosphere conducive to learning (Pigford, 2001). If students are disengaged in

4
school they will not reach their full potential academically, socially and
emotionally. Klem and Connell (2004) stated that “as many as 40-60 percent of all
students are chronically disengaged from school” (p.262). Teachers who have
positive relationship with students are more willing to stay in the profession than
the teachers who have negative relationship with students because negative student-
teacher relationship not only effect student’s learning but creates stress in teachers
as well (e.g., O’Connor, 2008; Veldman, Van Tartwijk, Brekelmans, & Wubbels,
2013) “and one of the most important sources of enjoyment of, and motivation for,
teaching” (Hargreaves, 2000). Conflictual student-teacher relationship with low
levels of affection among them creates negative emotions and anxiety (Yoon,
2002). According to the research studies one of the most important factor of stress
and anxiety in teachers develops due to the negative or conflicting student-teacher
relationship (Fridman, 2006). “Positive teacher-student relationships are
characterized by a high degree of warmth, open communication, and support from
teachers” (Drugli, 2013). Teacher’s support is often divided into instrumental
support and emotional support. Instrumental support is related to subject matter
guidance that a teacher provides to his students. Emotional support is related to
student’s perceptions of the extent to which teachers accept them as people.
“Teacher’s tolerance, empathy, interest and respect for students have been
identified as positive aspects of teacher-student relationships” (Nordenbo et
al.,2008), “and student’s perceptions of teacher’s support is frequently identified as
a key ingredient of teacher-student relationships” (Sabol & Piñata, 2012). Negative
teacher-student relationships result in conflicts. “Negative teacher-student
relationships are characterized by high level conflict and negative emotions, with
discord in interactions between teachers and students” (Drugli,2013). Students who
have negative relationship with teachers believes that their teachers do not care
about them and are not willing to help them in solving problems than the students
who have positive relationships with teachers (Davis & Dupper, 2004). “Affective
qualities of student-teacher relationships are important for children’s development
and well-being” (Roorda, Koomen, Spilt, & Oort, 2011). “Particularly for children
who are at risk of school failure, an emotionally supportive relationship with a

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teacher can have positive outcomes” (Hamre & Piñata, 2005). “Research has
focused on the role of student-teacher relationship in helping to shape self-concept,
which can have long-lasting implications for the child” (Sabol & Piñata, 2012).

Student-teacher relationships

“Although the parent-child relationship plays a large role in children’s social-

emotional competence in the years prior school” (Ranson & Urichuk, 2008), “after
the start of formal schooling, interpersonal relationships in the school setting
influence children’s development, particularly in relation to self-concept” (Piñata,
Hamre, & Stuhlman, 2003). “Indeed, meta-analysis show that aspects of the
student-teacher relationship impact student outcomes, including motivation to
learn, behavior and cognitive skills” (Allen, Witt, Wheeless, 2006; Cornelius-
White, 2007).

According to Piñata, Steinberg, and Rollins (1995) “three important aspects of

student-teacher relationships; closeness, conflict and dependency”. Closeness
contains warm interactions and open communication. Conflict involves obstructive
behavior. Dependency involves student’s reliance over teacher. Doumen et al.
(2012) suggest that “these three relationship dimensions have been established in
numerous research studies with various sample characteristics” (Pianta,2001) “and
in variety of countries” (Beyazkurk & Kesner, 2005; Gregoriadis & Tsigilis, 2008;
Koomen, Verschueren, & Piñata, 2007). “Closeness, conflict and dependency in
the student-teacher relationship have primarily been measured with the student-
teacher relationship scale” (STRS; Piñata, 1996, 20010. “Student-teacher
closeness, conflict and dependency are related to children’s early academic and
social-emotional adjustment to school” (Baker, 2006; Burchinal, Peisner Feinberg,
Piñata, Howes,2002; Liew, Chen, Hughes, 2010). Positive and caring relationship
among students and teachers help students in school activities (Meehan, Hughes, &
Cavell, 2003) “Whereas student-teacher relationships characterized by high
conflict and dependency are associated with student grade repetition, peer rejection,
externalizing behaviors and negative school adjustment” (Hamre & Piñata, 2001;
Ladd & Burgess, 2001; Piñata et al.,1995). “In fact, quality of student-teacher

6
relationships in the early years of school predicts long- term academic achievement,
even after controlling for child characteristics” (Hamre & Piñata, 2001). These
studies indicate that student-teacher relationship play a considerable role in many
facets of children’s growth and outcomes.

Student-teacher relationship quality

“Research shows that teachers and students perceive the quality of their relationship
differently because internal representations of relationships reflect both relationship
specific appraisals and more stable individual’s perceptions about self and others”
(Hughes, 2001). “When students perceive that they are accepted by peers, there are
improvements in student psychological well-being, even when their peers report a
lower level of acceptance” (McElhaney, Antonishak, & Allen, 2008). “Thus, it has
been argued that student-perceived support from teachers may be more important
to student adjustment than the actual support from teachers received by students”
(Murray, Murray, & Wass, 2008). According to Doumen et al. (2012) “teacher
judgements of closeness, conflict and dependency were highly stable over time”.
“Study findings have also revealed that different aspects of the student-teacher
relationship were related to different student outcomes” (Harrison, Clarke, &
Ungerer, 2007). Higher level of closeness results in higher level of classroom
engagement and higher level of conflict results in lower level of school adjustment,
less cooperation with peers and higher level of school drop-out rate. Higher level
dependency shows less independence of student but higher level of task
involvement. It is obvious that quality of student-teacher relationships is associated
with student outcomes and learning. “Moreover, it has been suggested that the way
that students think about themselves (their self-concept) is one important
mechanism by which student-teacher relationships influence later outcomes”
(Colwell & Lindsey, 2003).

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Student-teacher relationships and student’s self-concept

According to Shavelson’s Hierarchical model (Shavelson, Hubner, & Stanton,

1976), “domain-specific self-concept perceptions are organized hierarchically with
the general overarching self-concept at the apex” (Bong & Skaalvik, 2003; Byrne,
2002). Harter (1999) suggests that “a person develops an overarching general self-
concept, with four discrete domains; physical, academic, social and self-esteem”.
“More recently, researchers have identified other domains of self-concept,
including scholastic competence, athletic competence, physical appearance, peer
acceptance, close friendships, romantic relationships, job competence and
conduct/morality” (Hadley, Hair, & Moore, 2008).According to Harter (1999)
suggested that “children’s relationships with their teachers can influence children’s
self-concept and explained that when teachers are affectionate, emotionally
available, involved and supportive, children will repeat and internalize these
positive aspects of the relationship by developing positive self-evaluation”. “When
teachers are unresponsive, discouraging, rejective, punitive, or neglectful, children
may be more likely to develop negative self-images and view themselves as
unlovable, incompetent and unworthy” (Harter, 2006).

“A meta-analysis by Roorda et al. (2011) suggests that various demographic

characteristics of students and teachers could influence the association between the
student-teacher relationship and student outcomes”. Thus, the quality of student-
teacher relationship is more significant and effective for students who are from
lower socio-economic background. Martin and Marsh (2005) found that “for junior
and middle high school students, academic motivation and engagement were not
related to their teacher’s gender”. “A meta-analysis of learner-centered student-
teacher relationships showed a significant moderating effect of teacher gender on
student outcomes with person centered teacher variables such as empathy, warmth
and self-awareness with both male and female teachers, with a larger association
for female teacher samples than for male teacher samples or even mixed or non-
specified samples” (Cornelius-White, 2007). More research is needed to examine
the influence of gender on student-teacher relationship. “There are few studies

8
examining relations between the quality of student-teacher relationships and self-
concept” (Verschueren, Doumen, & Buyse, 2012). “One study of preschool
children found that teacher-child interactions characterized by more positive child
emotions were related to more positive self-perceptions in children” (Clowell &
Lindsey, 2003). “A longitudinal study by Leflot, Onghena, and Colpin (2010)
indicated that “supportive teacher-child interactions (as reported by teachers) were
related to more positive academic and social self-concept in students”. “Supportive
student-teacher interactions are related to more positive self-concept in students,
particularly in the areas of academic and global self-concept” (e.g. Clowell &
Lindsey, 2003; Demaray, Malecki, Rueger, Brown, & Summers, 2009; Hardre &
Reeve, 2003; Patrick, Mantzicopoulos, Samarapungavan, & French, 2008; Valeski
& Stipek, 2001).

Statement of the Problem

The aim of this study was to explore which aspects contribute in establishing an
environment that will lead to positive student- teacher relationship. This study was
designed to bring out the voice of teachers and students. It was aimed to see the
perceptions of teachers and students about positive student-teacher relationship.

This study could be taken into educational reforms. This study could be utilized by
in-service and pre-service training courses for teachers to enhance their knowledge
about this sensitive aspect of student’s learning. As positive student-teacher
relationship can enhance student’s motivation towards learning and negative
relationship between teachers and students can lead to academic, emotional and
social damage.

Purpose of the study

The proposed study aims to explore the distinct classroom environment to gain
knowledge about necessary elements for creating caring, trusting, and positive
relationship among teachers and students by using STRS (Piñata, 2001). This study
also, designed to bring out voices of students and their perceptions about teacher-
student relationship and its impact on their academic performance and motivation

9
that will lead to learning. Teachers must develop a positive relationship with the
students to enhance their motivation level for their learning. According to Downey
(2008) writes that “teachers need to know how their daily work in classrooms can
be infused with interactions and instructional strategies that research has shown can
make a positive difference in the lives of students who are at risk of academic
failure” (p.56).

Research objectives

This study has following objectives:

• • To identify the nature of student-teacher relationship at higher secondary

level in Mirpur AJ&K

• To explore the perceptions of teacher about the teacher-student relationship

• To suggest Strategies and recommendations to improve student-teacher

relationship

This study is practical in nature that will help teachers to make a stronger bond with

their students for student’s academic achievement and learning.

Significance of the study

This study will serve to compare the perceptions of teachers and students about
their relationship and effect of that relationship on student’s learning. Literature
provides evidence that “strong relationships between students and their teachers are
essential to the development of all students in school” (Hamre & Piñata, 2006;
Birch & Ladd, 1998). According to Hamre and Piñata positive teacher-student
relationships are very important resource for students. When teachers have strong
relationship with their students then, students work confidently in the classroom as
they know their teachers will be there for their assistance and help. “Although
research is growing in this area, more empirical evidence is needed on aspects of

10
teacher-student relationship to better effectively integrate this skill into existing
teacher programs” (Hamre & Piñata, 2006; Sarason, 1999; Crosnoe, Johnson, &
Elder (2004)). The significance of student-teacher relationship cannot be
overlooked according to Downey (2008). This current study focuses on teacher-
student relationship. This study will contribute in the field of education so that
teachers will come to know which strategies they should use to enhance student’s
learning.

Summary

I have provided in chapter one an introduction and outline of this study. I introduced

the research problem briefly and provided its relation to past researches. I have also

explained the purpose and significance of this study. I have proposed research

questions.

In chapter two, I reviewed the literature relevant to this study. The literature review

consists of significance of student-teacher relationship and impact of this

relationship on student’s learning.

Chapter three deals with the research design, includes the methods and procedure

used for this study.

Chapter four contains the data analysis and interpretation of data. After data

analysis findings were represented through tables and charts.

In chapter five, I have discussed the whole study and results in detail and given the

recommendations and suggestions.

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 CHAPTER 2

LITERATURE REVIEW

Children have highest and fastest growth rate from birth to eight years of their age.
This is the time when children interact with their environment. “This time is critical
period for the physical, mental, emotional, and social development of children as
their personality is substantially and rapidly being shaped” (Boyn & Bee, 2005;
Stanton-Chapman & Raver, 2009). “During early childhood, as in every
development area, there is a rapid development in the social-emotional areas which
play a critical role in helping a child adapt themselves to life” (Deater-Deckard &
Cahill, 2009). “Social-emotional development is related to the fact that a child
recognizes, organizes, and explains emotions, forms secure relationships with
individuals in their environment, and learns the expectations of their social
environment and culture” (Stanton-Chapman & Raver, 2009). Gardiner &
Kosmitzki (2008) defined “high quality teacher-student interactions as consistent,
stable, respectful, and fair interactions that facilitate student’s view of their teachers
as a secure base”. “High quality teacher-student interactions can also be typified by
rich communication in instructional exchanges between the teacher & student”
(Cabell, DeCoster, LoCasale-Crouch, Hamre, & Pianta, 2013; Pianta, 1999).
Emotional support from teachers can lead students to their academic success.
“Perceived emotional support is also a characteristic of high quality interactions
and has links with increased student achievement and academic motivation”
(Pianta, La Paro, Payne, Cox, & Bradley, 2002). Teacher-student interactions have
the possibility to influence students in academic success, adjustment to school and
motivation to learn (den Brok, Levy, Brekelmans, & Wubbels, 2005; Pianta, 1999;
Van den Oord & Van Rossem, 2002). “Research on teacher-student interactions in
early childhood, elementary, and secondary settings have shown that some type of
classroom interactions can have a positive effect on various outcomes, including
student’s academic development, achievement, and attitudes toward learning”
(Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; O’Conner & McCartney,
2007; Pianta, 1999; Pianta & Nimetz, 1991). “These teacher-student interactions

12
can be predictive of student achievement and motivation as early as the elementary
years” (Pianta & Nimetz, 1991) “and potentially continuing into the middle grades”
(den Brok et al.,2005; O’Conner & McCartney, 2007). Numerous research studies
have shown that caring student-teacher relationship play a significant role in
creating healthy classroom (Davis, 2001), “as well as that they encourage student’s
connections to school and the production of desired outcomes for students, both
socially and academically” (den Brok et al., 2010; Jennings & Greenberg, 2009).
The positive student-teacher relationship is more helping and effective for those
students who have behavioral problem or at risk (Henricsson & Rydell, 2004;
Hughes et al., 2001). For instance, many research studies have shown that most of
the problems arises in the classroom is due to the negative student-teacher
relationship (Martin & Dowson, 2009). Inadequate relationships between teachers
and students may lead to disengagement towards school. “When students feel
alienated from school, they are at greater risk of developing antisocial behaviors,
delinquency and academic failure” (U.S Department of Education, 1998).
“Learning occurs best in contexts where students receive emotional support and
experience enjoyable learning” (Schutz & Pekrun, 2007). Teacher relationships
with students are fundamental to the fulfillment of student’s emotional needs.
Student practice a vast range of positive and negative feelings in the classroom.
“The kind of relationship teachers have with their students is closely interwind with
student emotions in the educational environment” (Frenzel et al., 2009). “Teachers
have a significant role in shaping a positive relationship with students, thereby
enhancing their motivation and assisting them in building the necessary
interpersonal skills” (Pierson, 2003). “Feelings and emotions have a vital role in
the development of learning” (Day & Leitch, 2001, p.406). According to Nugent
(2009) “by creating a sense of well-being in their relationships, teachers can
motivate students during learning process”. A positive teacher-student relationship
is pivotal inside the classroom. So, it’s important for teachers to understand that
students should feel comfortable and confident while interacting with them. “Many
students still seem to depend completely on the teacher to transmit knowledge”
(Narvaez, 2009). Teacher-student relationship are crucial for student’s behaviors

13
and success, and for the relationships students develop in the school. “If students
feel comfortable with teacher and the environment in the school, they can construct
more positive relations such as friendship, develop a better way to behave in the
social context and improve their social skills” (Larson, 2011). In the view of Nugent
(2009) “by creating healthy relationships, teachers can motivate students during the
learning process, which is one of the main objectives in a teacher’s practice”.

Research showed that “adolescent’s positive relationships with teachers predict

change in motivation outcomes, sense of belonging, interest in school, achievement
expectancies, and values, as well as engagement, effort, and performance” (Giani
& O’Guin, 2010; Goh & Fraser, 1998; Goodenow,1993; Murdock, 1999; Sullivan,
Riceio, & Reynolds, 2008; Wentzel, 1998). When students get a caring and
homelike environment in schools they tend to develop positive attitudes and
behaviors towards teachers and peers as well. It is examined in the literature that
“the most frequently stated indicator of highly effective schools for students is a
caring environment exhibiting a homelike atmosphere in which teachers treat all
students with respect and care and interact with them in relationships like the
extended family” (Tosolt, 2010). Likewise, it has been stressed that” when teachers
express care toward students, behave sensitively, communicate respect and interest,
and remain warm and engaged, this not only improves individual relationships,
student’s sense of school belonging, cooperation among students, and motivates
students to learn, as well as prevents and diffuses disturbing behavior, but also
affect the broader climate and reduces classroom conflicts” (Giani & O’Guin, 2010;
Ma, 2003). Teacher attitudes are very significant as they affect teacher-student
relationship positively or negatively. “Increasing number of studies has indicated
that children’s well-being in the school and the emotional quality of teacher-student
interactions are fundamental for school adjustment, learning and achievements”
(Baker et al., 2003; Catalano et al., 2004; Pekrun, 2005; Sakiz et al., 2012; Wubbels
& Brekelmans, 2005). “Positive teacher-child relationships provide children with
the emotional security necessary to engage fully in learning activities and scaffold
the development of key social, behavioral, and self-regulatory competencies
needed in the school environment” (Pianta, 1999).

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Numerous studies of teacher-child relationship have their origin in attachment
theory. “Attachment is a system of behaviors aimed at establishing and maintain
closeness and contact with an adult figure who is sensible and responsive to the
child needs” (Bowlby, 1958). Attachment theorists show that “when significant
adults provide emotional support and a predictable, consistent, and safe
environment, children become more self-reliant and can take risks as they explore
and learn because they know that an adult will be there to help them” (Bowlby,
1969). Research has shown that “securely attached children have better early
cognitive development because of activation maintenance of exploration, curiosity
and early learning through new experience” (Thompson, 2008; Weinfield et al.,
2008). All children will develop attachment relationships with an adult who treat
them with care, but the quality will depend on interaction between child and adult.
According to attachment theorists, “four attachment types can be identified: secure,
insecure/avoidant, insecure/resistant and insecure/disorganized or controlling”
(Main & Cassidy, 1988; Moss & St-Laurent, 2001). Attachment relationship impact
school adjustment and learning.

Attachment to parents and school success

Many studies have shown that child-parent protective relationship affect their
school success (e.g., Van Ijzendoorn, Dijkstra, & Bus, 1995; De Ruiter & Van
Ijzendoorn, 1993). “Securely attached children at age of 7 achieved higher school
grades than insecure children throughout primary and secondary school, after
controlling for IQ and prior grades” (Jacobsen, Edelstein, & Hofmann, 1994;
Jacobsen & Hofmann, 1997). In one of the study it has been found that “securely
attached children have higher math performance at age 16 than their insecure peers”
(Teo et al., 1996). Researches show that “secure children have more advanced
cognitive skills, including ability, intelligence, memory, and reasoning than
insecure children” (Spieker, et al., 2003; Van Ijzendoorn, Sagi, & Lambermon,
1992) “and higher scores on communication, cognitive engagement, and mastery
motivation” (Moss & St-Laurent, 2001). In recent studies “attachment patterns have
been found to predict developmental quotient” (Spieker, et al., 2003) “and IQ,

15
especially verbal IQ” (Van Ijzendoorn & Van Vliet-Visser, 1988; Stievenart et al.,
2011; O’Connor & McCartney, 2007) “and academic achievement” (Jacobsen &
Hofmann, 1997; Moss & St-Laurent, 2001). Attachment research studies suggest
that “secure children tend to have higher verbal ability, math ability, reading
comprehension, and overall academic achievement, and exhibit more curiosity than
insecurely attached children” (Granot & Mayseless 200; Pianta & Harbers, 1996;
Weinfield et al., 1999). “In high schools, insecure students, compared to secure
students, were more poorly prepared for exams, did not concentrate as well, feared
failure, sought less help from teachers, and gave less priority to studies” (Larose et
al., 2005). Hence, it is considered by theorists that there is strong association
between attachment and cognitive skills. Attachment theorists assume that “secure
children engage in more exploration, demonstrate better test-taking skills, receive
higher quality maternal instruction and have more supportive social relationships
than insecure children” (Van Ijzendoorn et al., 1995; O’Connor & McCartney,
2007).

Student-teacher attachment relationship

“Attachment has two functions relevant to classrooms, attachment provides

feelings of security, so that children can explore freely; and attachment forms the
basis for socializing children” (Bergin & Bergin, 2009). “It might be argued that
children may use their teacher as a ‘secure base’ for exploring and learning”
(Bretherton, 1985), “for the same sort of emotional security that characterizes the
sensitive and responsive parenting” (Goosen & Van Ijzendoorn, 1990; Howes,
Phillipsen, & Peisner-Feinberg, 2000). “Like parent-child relationships appear to
serve a regulatory function about children’s social and emotional development”
(Greenberg, Speltz, & Deklyen, 1993; Pianta, 1999; Murray & Greenberg, 2000).
Hence, it has the potential to affect positively or negatively children’s school
success. “Many authors have used concepts from literature on parent-child
attachment to define qualities or dimensions of the teacher-child relationships: i.e.,
secure, avoidant, resistant/ambivalent” (Howes & Hamilton, 1993); “optimal,
deprived, disengaged, confused, and average” (Lynch & Cicchetti, 1992); “and

16
alternatively, closeness, dependency and conflict/anger” (Pianta, Steinberg, &
Rollins, 1995).

Several years of study have shown that “the quality of student-teacher relationships,
especially encouraging and positive interactions, can have an impact on children’s
learning, social competences and school adaptation” (Howes, Hamilton, &
Matheson 1994; Howes & Matheson, 1992; Pianta, Steinberg, & Rollins, 1995;
Egeland & Hiester, 1995; Howes & Smith, 1995; Howes, et al.,1990). “Positive
teacher-student relationships act as a protective factor for children’s social and
academic development” (Baker, 2006; Pianta et al., 1997; Valiente, et al., 2008)
“and can be important as a high quality educational program” (Pianta & LaParo,
2003). Secure or positive teacher-student relationships are perceived by teachers as
low in conflict and dependency and high in closeness. “They are marked by respect
and caring, with children seeing their teachers as sources of security” (Pianta, 1999;
Rudasill & Rimm-Kaufman, 2009). Teacher-student relationship quality is an
indicator that speculate academic learning and success of children. Researchers
found out that “girls experienced more closeness and less conflict with their
teachers than did boys; and that closeness decrease during the later years of primary
school” (Baker, 2006). There is a difference between “secure” and “dependent”
teacher-student relationship. A secure teacher-student relationship is “characterized
by trust, feeling in tune with the student, and perceptions that the student feels safe
with the teacher, the student would seek help, and the teacher could console the
student” (Pianta & Nimetz 1991, p. 384). “A dependent relationship (or resistant,
Howes & Ritchie, 1999) is characterized by teacher perceptions” that student is
“constantly seeking help or reassurance and reacting negatively to separation from
the teacher” (Pianta & Nimetz 1991; p. 385). Research suggests that “students with
warm and sensitive teacher tend to have greater growth in math and reading ability”
(Pianta et al., 2008), “higher scores on achievement tests, more positive attitudes
toward school and more engagement in the classroom” (Birch & Ladd, 1997;
Hamre & Pianta, 2001). In contradiction, children who have conflicted relationship
with their teachers are tend to less like school, shows little or no cooperation in
classroom and are at higher risk of school dropout. Hence, empirical studies suggest

17
that “secure teacher-student relationships predict greater knowledge, higher test
scores, greater academic motivation, than insecure teacher-student relationships”
(Bergin & Bergin, 2009).

“Another also important concept in classroom environment research is school

bonding or belongingness” (Goodenow, 1993b; Sakiz et al., 2012). “This concept
refers to sense of belonging at school and commitment to academic goals promoted
in the school” (Bergin & Bergin, 2009; Catalano et al., 2004). Student’s sense of
belongingness includes strong and positive relationships with teachers and peers,
cooperation in the classroom activities, and participation in co-curricular activities.
School belongingness is like attachment in which children feel themselves secure
and are tending to participate in academic learning actively. When children feel
valued and praised they have tendency to take academic risks because they know
their teachers are there for their help. Empirical studies suggest that “school
bonding is linked to higher academic achievements” (Hawkins et al., 2001;
Marchant et al., 2001; Battin-Pearson et al., 2000), “less delinquent behaviors”
(O’Donnell et al., 1995; Simons-Morton et al., 1999), “less participation in school
bullying or violence” (Cunningham, 2007) “and rare dropout” (Hawkins et al.,
2001). “School bonding and positive attitudes towards school and learning, can also
be an important educational outcome, beside cognitive outcomes like knowledge,
skills and competencies, especially from a lifelong learning perspective” (Gutman
& Schoon, 2013; Rychen & Salganik, 2003).

Teacher-student relationship is one of the main and most significant element in

learning environment. “A major factor affecting student’s development, school
engagement and academic motivation, teacher-student relationships form the basis
of the social context in which learning takes place” (Hughes & Chen, 2011; Roorda
et al., 2011). A positive teacher-student relationship invites the students to learn.
An environment where teachers and students have a good communication,
collaboration, and respect will create strong and positive relationship between
teachers and students. A significant body of research indicates that “academic
achievement and student behavior are influenced by the quality of the teacher and

18
student relationship” (Jones, 1981:95). A teacher who give respect to his students
will create active learners in the classroom.

Age of students

“Literature proposed that younger children are strongly influenced by their

interactions with elders than older children. Students become more strongly
oriented towards peers and less emotionally connected to teachers as they make the
transition to middle school” (Buhrmester & Furman, 1987; Hargreaves, 2000;
Lynch & Cicchetti, 1997). Based on these studies we could believe that teacher-
student relationships strongly affect in primary level than in secondary level.
“Empirical studies did not find such effects” (Baker, 2006; Cornelius-white, 2007;
Tucker et al., 2002). Furrer and Skinner (2003) even found that “a strong
association between relatedness and behavioral engagement for older students”.

Gender of students

Many authors have suggested that “the impact of teacher-student relationships on

student’s learning behavior may be different for boys and girls” (e.g., Baker, 2006;
Hamre & Pianta,2001). According to the gender role socialization perspective,
“girls may benefit more from close relationships with the teacher, because
closeness is consistent with the greater intimacy and affiliation in social
relationships, that is expected of girls” (Maccoby, 1998). Likewise, “girls more be
hindered by conflictual teacher-student relationships, because conflict-related
behaviors like aggression and dominance are generally less expected for girls than
boys” (Ewing & Taylor, 2009). In contrast, “the academic risk perspective predicts
that teacher-student relationships have stronger effects on the school adjustment of
boys, because boys are at greater risk of school failure than girls” (Hamre & Piñata,
2001). Some researches provide “support for the gender role socialization
perspective, showing stronger associations between teacher-student relationships
and school adjustment for girls” (Baker,2006; Brendgen, Wanner, Vitaro,
Bukowski, & Tremblay, 2007; Murray, Waas, & Murray, 2008). Other studies
provide evidence for the “academic risk perspective, showing stronger effects for
boys” (Furrer & Skinner, 2003; Hamre & Piñata, 2001). Finally, “there are also

19
studies reporting no gender effects at all” (Cornelius-White, 2007; Garner &
Waajid, 2008; Hughes, 2011; Stipek & Miles, 2008; Wentzel, 1998). Therefore,
there are two perspectives related to effects of teacher-student relationships. For
girls it effects on their socialization and for boys it effects their school adjustment
to prevent drop-out rate. And finally, teacher-student relationship affects all the
students irrespective of their gender.

Many factors contribute to the quality of student-teacher relationships. “Not

surprising, students who exhibit under-controlled or aggressive behaviors establish
relationships with teachers characterized by lower level of support and acceptance
and higher levels of conflict” (Birch & Ladd, 1998; Silver, Measelle, Armstrong,
& Essex, 2005). “Compared with girls, boy’s relationships with teachers are
characterized by less closeness and more conflict” (Birch & Ladd, 1997; 1998; Saft
& Pianta, 2001; Silver et al.,2005). “It is well established that the quality of
children’s relationships with teachers in the early grades has important implications
for children’s concurrent and future academic and behavioral adjustment” (Howes,
Hamilton, & Matheson,1994; Hughes, Cavell, & Jackson, 1999; Meehan, Hughes,
& Cavell, 2003; Pianta, Steinberg, & Rollins, 1995). “Students who enjoy a close
and supportive relationship with teacher are more engaged in that they work harder
in the classroom, persevere in the face of difficulties, accept teacher direction and
criticism, cope better with stress, and attend more to the teacher” (M.Little &
Kobak, 2003; Midgley, Feldlauffer, & Eccles, 1989; Ridley, McWilliam, & Oates,
2000; Skinner & Belmont, 1993; Wentzel, 1999). According to Fredricks et al.
(2004) “empirical evidence demonstrating that each of three types of student’s
engagement (i.e., behavioral, emotional, and cognitive) is associated concurrently
and prospectively with student’s achievement in elementary, middle, and high
school grades”. Pianta (2006) suggested that “engagement is the proximal factor
that accounts for the longitudinal effect of teacher-student relationship quality”. In
support of this view, Ladd et al. (1999) reported that “negative patterns of
classroom participation (e.g., failure to follow classroom rules, not accepting
teacher’s authority) in kindergarten mediated the association between conflict in

20
the student-teacher relationship and achievement”. Teacher’s support is the most
important aspect for establishing student’s interest in classroom activities.

Researchers employing longitudinal designs have found that “students who

experience teacher-student interactions characterized by high levels of warmth and
support or low levels of conflict gain more in achievement” (Connell & Wellborn,
1991; Hamre & Pianta, 2001; Hamre, Pianta, & Downer, 2006; Ladd, Birch, &
Buhs, 1999; Pianta & Stuhlman, 2004; Skinner, Zimmer Gembeck, & Connell,
1998). Several investigators have suggested that “students who experience an
accepting and warm relationship with their teachers will be more capable and
motivated to comply with classroom rules and teacher expectations” (Brophy,
1983; Furrer & Skinner, 2003; Gest, Welsh, & Domitrovich, 2005; Wentzel, 1998).
This engagement in the classroom will lead to learning outcomes.

Definition of classroom engagement

According to Fredricks et al. (2004, p.60) “three broad types of school and
classroom engagement: behavioral engagement (involvement in the academic and
social or extracurricular activities), emotional engagement (positive and negative
reactions to people and activities at school), and cognitive engagement (like the
ideas of investment in learning and intrinsic motivation)”. “Whereas emotional and
cognitive engagement have been emphasized in research with middle school and
high school students” (Connell & Wellborn, 1991; Finn, 1989; Midgley,
Feldlauferr, & Eccles, 1989; Ryan, Stiller, & Lynch, 1994; Skinner & Belmont,
1993), “behavioral engagement has tended to be focus of research with elementary
students” (Alexander, Entwisle, & Dauber, 1993; Birch & Ladd, 1997; Buhs &
Ladd, 2001; Miles & Stipek, 2006). Fredricks et al. (2004) further divided
behavioral engagement into three subtypes: “conduct, involvement in learning
tasks, and participation in extracurricular activities”. “Conduct engagement is
variously defined in terms of antisocial and prosocial behaviors and compliance
with classroom rules” (Alexander et al., 1993; Gest et al., 2005; Ladd et al., 1999;
Miles & Stipek, 2006; Normandeau & Guay, 1998; Trzesniewski, Moffitt, Caspi,
Taylor, & Maughan, 2006; Wentzel, 1998). “Involvement in learning has been

21
variously defined by ‘time on task’,” (Gettinger, 1985; Greenwood, 1991; Rimm-
Kaufman, La Paro, Downer, & Pianta, 2005) “and by effort, attention, self-
direction, and persistence in the classroom” (Connell & Wellborn, 1991; Furrer &
Skinner, 2003; Ladd et al., 1999; Normandeau & Guay, 1998; Skinner & Belmont,
1993).

“Positive teacher-student relationships consisting of high level of warmth and low

level of conflict has been associated with student’s positive academic beliefs,
motivation, and performance” (Goodenow, 1993; Hamre & Pianta, 2005; Ladd,
Birch, & Buhs, 1999; Palermo, Hanish, Martin, Fabes, & Reiser, 2007; Reddy,
Rhodes, & Mulhall, 2003). Researchers have found that “positive teacher-student
relationships are consistently linked with increased academic motivation and
achievement as well as positive self-concept” (Birch &Ladd, 1997; Howes, 2000;
Hughes, Gleason, & Zhang, 2005; Hughes & Kwok, 2006; Palermo et al., 2007;
Pianta, Steinberg, & Rollins, 1995; Ryan, Stiller, & Lynch, 1994). The extended
attachment perspective postulates that Negative student-teacher relationships build
negative emotions in students which limit their capability to learn (Pianta, 1992).
According to self-system motivational theory (Connell & Wellborn, 1991), “Poor
relationships with teacher’s thwart children’s basic need for relatedness and
diminish children’s feelings of belonging at school and perceived academic
competence, thereby obstructing motivational processes that drive academic
achievement”. “Conversely, children who perceive their teachers as caring and
accepting are likely to internalize academic and prosocial goals valued by their
teacher” (Wentzel, 1999).

The relationship that exist between teachers and students affect student’s
understanding directly or indirectly. According to past research, “positive teacher-
student relationships facilitate affective learning (addressing, changing, and/or
reinforcing student’s attitudes as they relate to knowledge and skills acquired),
which in turn, influences learning (the acquisition of and ability to understand and
use knowledge)” (Carrell & Menzel, 2001; Chesebro & McCroskey, 2000; Witt &
Wheeless, 2001). “The link between the teacher-student relationship and learning

22
outcomes, however, remains small” (Witt et al., 2003). Research indicates that
“lower levels of learning, such as recall and comprehension, can and do occur when
students read the text book and/or listen to lectures” (Titsworth, 2001), “but higher
levels of learning such as analysis, syntheisis, and evaluation may require more
interaction between student and teacher” (Frymier & Houser, 1999). Teven (2001)
argues that, “in order to maximize learning, it is essential for teachers to develop a
good relationship with their students, because the rapport established between
teachers and students, in part, determines the interest and performance level of
students” (p.159). “Teachers who develop trusting and caring relationships with
their students can expect positive outcomes, including the development of students
who have a sense of belonging and community” (Goodenow, 1993; Meehan,
Hughes, & Cavell, 2003; Osterman, 2000; Solomon, Battistich, Kim, & Watson,
1997), “who feel safe” (Baker, Terry, Bridger, & Winsor, 1997; Murray &
Greenberg, 2000;), “and who are motivated to learn”. (Baker, 1999; Murray &
Murray, 2004; Murray & Pianta, 2007; Noddings, 1992; Pianta & La Paro, Payne,
Cox, & Bradley, 2002; Pianta & Stuhlman, 2004; Pianta and Walsh, 1996; Wentzel,
1998). Students who feel their teacher have positive behavior with them build more
prosocial manners (Baker, 1999; Baker et al., 1997; Murray & Greenberg, 2000),
“including emotional stability, cooperation and cognitive engagement” (Birch &
Ladd, 1998; Cornelius-White, 2007; Hughes, Cavell, & Wilson, 2001; Jennings &
Greenberg, 2009; Pianta & Stuhlman, 2004; Wentzel, 1998). “Over time, consistent
involvement in such caring, constructive and affirmative environments can yield
long-term positive emotional and academic outcomes for students” (Baker et al.,
1997; Jennings & Greenberg, 2009; Newberry & Davis, 2008; Noddings, 1992;
Ostermen, 2000; Pianta & Walsh, 1996, Wubbles, Brekelmans, & Hooymayers,
1991). It is found that positive teacher-student relationship results in positive social,
emotional, & motivational outcomes for students. “Even when they do not fare well
academically, students who have positive relationships with their teachers still feel
more connected to school and are healthier socially and emotionally” (Blum, 2005;
Bryk & Schneider, 2003). When students feel disconnected from school the result
can be more damaging for students academically, socially & emotionally. “When

23
this alienation continues throughout their years of schooling, these students can be
linked to deviant behaviors in school, within their families, and in the larger scope
of the society” (Blum, 2005; Crosnoe et al., 2004; Solomon et al., 1997). Hence,
establishing strong bonds between teachers and students at early stage of their
schooling is very important. Teachers should know who to create an environment
that will establish positive relationship between students and them.

The early childhood classroom environment, when positive, nurturing and

physically well-designed typically corelates with greater academic achievement,
prosocial behaviors, engagement in school, motivation to learn, and stronger self-
image and self-awareness for students (Baker, 1999; Birch & Ladd, 1998; Burke &
Burke Samide, 2004; Pianta & Stuhlman, 2004). Teacher’s positive interpersonal
behavior is the most important aspect of creating caring environment that will
generate positive outcomes. When teachers are supportive, nurturing and promote
an engaging and inclusive environment, students benefit (Pianta, 1994; Murray &
Greenberg, 2000; Pianta et al., 2002). Students behaviors also influence classroom
environment. Together they can create positive learning environment. When
students feel trusted they openly share their ideas with their teachers and their peers
that results in a positive learning environment. When students feel rigid attitudes
from their teachers and when they don’t feel being trusted and loved they tend to
become isolated and feel disconnected from school. The relationship that is
developed between teachers and students in the classroom has consistently been
shown to have positive and negative outcomes for both, and implications are
embodied as early as preschool (Davis, 2003; Hamre & Pianta, 2001; Wentzel,
1998).

Factors that influence early school relationships

As early as preschool, children’s development has been connected to the

relationships they develop with adults within the first years of their lives (Babad,
1990; Birch & Ladd, 1997; Davis, 2003; Hamre & Pianta, 2005; Mantzicopolous,
2005; Pianta, Nimetz & Bennett 1997). Pianta (1999) asserted that early
relationships with parents and caregivers account for the patterns of “behavior,

24
beliefs, and feelings (as well as) expectations of self and others, and of feelings of
self-worth, trust and motivation” (p.16).

Attachment Theory

Attachment theory is used to explain the ways in which a child establishes his/her
relationships with adults and peers in early stages of his/her life. It has also been
one of the determinants of social and behavioral outcomes in early years of
schooling, and often, beyond (Babad, 1990; Cohn, 1990; Davis, 2003; Lynch &
Cicchetti, 1997; Pianta, 1994; Pianta et al., 1997). Children, from infancy, have
natural “attachment seeking responses” (Bowlby, 2007; p.309). To feel secured
children, seek attention and comfort from adults that must be satisfied. When
children are being satisfied at their first two years of life they can form attachments.
Children built secure attachments where they feel comfortable in a relationship.
Children can have more than one attachment relationship at a time, and it has been
determined that when more than two secure attachment relationships are formed,
children are typically more resilient (Bowlby, 2007). Conversely, Bowlby
explained that infants must have their responses satisfied to “terminate their
attachment seeking responses” (p.310). If these responses are not being satisfied
this can cause distress for infants and children will not be able to establish secure
relationships later in life. It has been determined that secure attachments in infancy
result in decreased emotional dependence upon teachers (Sroufe, Fox, & Pancake,
1983), and further, that those attachments help to build overall independence in
early childhood (Mitchell Copeland, Deham, & DeMulder, 1997; Howes & Smith,
1995; Pianta & Walsh, 1996). Children who were securely attached in their early
childhood are more likely to establish positive relationships with their teachers. The
attachment relationships they form with their teachers are also more positive and
they are often reported as well-liked by their teachers (Howes & Smith, 1995;
Sroufe et al., 1983). Further, empirical evidence supported the notion that children
who have developed secure attachments to their mothers, specifically, appeared to
have greater positive interpersonal interactions with peers, teachers and others in
early childhood experiences, and have been characterized with better social skills,

25
greater empathy, and, overall better social adjustment, than their peers (Cohn, 1990;
Mitchell-Copeland et al., 1997; Sroufe et al., 1983). Although children may have
multiple attachment relationships in early childhood, these relationships may
provide substantial information about future relationships, but they are not
necessarily, a “reflection of child-mother relationships” (Mitchell-Copeland et al.,
1997, p. 28). The fact that very young children can form positive attachment
relationships explains, in part, their desire to explore new relationships with peers
and other adults (Howes & Smith, 1995; Sroufe et al., 1983). It does not mean that
children who have had secured attachments in their early childhood are completely
independent as they grew. Children still feel dependence over their teachers for
their social, emotional and academic development. The extent to which that
dependency negatively or positively impacts future development rests in types of
relationships children form, with adults and peers, through those formative years
from birth to age five or six, or through approximately first or second grade (Howes
& Smith, 1995; Mitchell-Copeland et al., 1997; Sroufe et al., 1983).

School connectedness and its benefits

It has been theorized that social connectedness is one element that aids in student’s
exhibition and understanding of social values, especially in social environments
such as school (Baker et al., 1997; Davis, 2003). School connectedness, which is a
more specific form of social connectedness and belonging, for students “refers to
the belief that adults in the school care about (the students) learning and about them
as individuals” (Blum & Libbey, 2004; p. 231). Heather Libbey (2004) examined
the multiple social theories that have been identified in recent literature on student’s
orientations and feelings about school and determined that even though many
constructs and terms have been developed regarding student’ general attitudes
about schooling (school engagement, school bonding, teacher support, school
attachment, school connection) there are common threads from each that are highly
correlated to positive student outcomes (p. 280). School connectedness means
student’s positive feelings and behaviors towards school. Klem and Connell (2004)
noted that elementary school students tend to suffer more than students at other

26
levels of schooling when they do not have or perceive support from their teachers.
Conversely, Libbey (2004) noted that most measurements of teachers support
showed that students at all levels benefited with greater engagement and connection
at school, and, moreover, indicated that students felt a strong reciprocal relationship
with their teachers. When students and teachers work together in a manner that is
responsive to their respective psychological needs, both feel engaged and
connected to the environment (Ryan & Deci, 2000) as they are working together
with others who share the same values (Baker, 1999). Further, when students feel
socially connected to schools and reap the benefits of those connections, they are
more likely to continue exhibiting the prosocial behaviors that provide those
feelings (Murray & Greenberg, 2000). School connectedness, then, can be
associated with the development of strong academic values and other motivational
factors involving school success (Baker, 1999). In 2003, the Wingspread
Declaration on school connectedness was created as a summary of researched
indicators regarding the positive benefits of school connectedness for students
(Blum & Libbey, 2004). Hence, school connectedness increased academic
achievement, school belonging and overall development of students.

Prosocial behavior, Modeling, and Asocial behavior

Interpersonal relationships in early years of schooling lay a foundation for

children’s development of social behaviors later in life (Prawat & Nickerson, 1985;
Solomon, Watson, Delucchi, Schaps, & Battistich, 1988). With academic growth
and learning it is responsibility of every school to promote emotional and social
growth of students. Desirable positive social behaviors such as responsibility,
cooperation, respect, caring, and empathy can be described as prosocial behaviors.
When teachers consistently model these behaviors within trusting relationships in
the classroom, children will eventually take on these same prosocial behaviors
(Solomon et al., 1988). Asocial behaviors are negative behaviors that can harm the
personality of child.

27
Prosocial Behavior

Towards the positive end of the social behavior continuum, prosocial behaviors
have consistently been presumed to reap positive benefits for teachers and students
in classrooms (Davis, 2003; Ladd & Profilet, 1996; Murray & Murray, 2004;
Solomon, Watson, Battistich, Schaps, & Delucchi, 1996). In their 1996 study on
classrooms as communities, Solomon et al., assessed components of prosocial
behaviors and, because of their assessment, classified them in three categories:
prosocial skills, prosocial values, and prosocial concerns. Prosocial skills are
delineated as social competence, social understanding, perspective-taking, and
conflict resolution. Prosocial values included helping, reasoning, intrinsic
motivation, democratic beliefs and responding to transgressions. Prosocial
concerns were described as empathy, enjoyment for helping others learn and
concern for others (p.731). Other prosocial behaviors investigated in classroom
studies included respect and concern for others, concern for moral issues;
cooperation, self-sacrifice, acceptance of outgroups and altruistic behavior (Ladd
& Profilet, 1996; Osterman, 2000). Many researchers believe that When students
display prosocial behaviors that changes their classroom environment positively.
These studies have consistently revealed positive effects for both teachers and
students in addition to contributions towards the building of cooperative and caring
environments (Cohn, 1990; Davis, 2003; Hamre & Pianta, 2001; Ladd & Profilet,
1996; Murray & Murray, 2004; Solomon et al., 1988; Solomon, Battistich, Watson,
Schaps, & Lewis, 2000). Development of prosocial behavior is one of the most
important aspect for establishing strong relationships with teachers and peers.

Modeling Prosocial Behaviors

Jennings and Greenberg (2009) purported that teacher’s positive, or prosocial

behaviors, as well as their “social and emotional competence” (p.491), positively
influenced the classroom environment, including teacher-student relationships.
This notion was supported by other studies as well (Birch & Ladd, 1998; Davis,
2003; Muller, 2001; Murray & Greenberg, 2000; Pianta, 1994; Pianta & Stuhlman,

28
2004; Roeser, Midgely, & Urdan, 1996; Solomon et al.,1997). Jennings and
Greenberg (2009) also affirmed that as a role models, teachers “continuously
induce and respond to the emotional reactions of their students” (p.500). Therefore,
if teachers wish to promote a positive environment for their students, they must
continuously model and promote prosocial behaviors (Hargreaves, 1998, 2000;
Jennings & Greenberg, 2009). Murray and Pianta (2007) asserted that certain
intentional actions carried out by teachers could promote prosocial relationships
with their students. Those were:

• Explicit instruction in self-awareness and self-management skills

• Training to utilize social awareness when interacting with others

• Promoting and teaching of responsible decision making in multiple contexts

(p.107).

As Johnson (2008) concluded, “local and everyday actions have a significant

impact on student’s well-being and, potentially, the school processes and structures
which define the ground rules of everyday life at school” (p.395). Consequently,
the frequency and intimacy of classroom level interactions between teachers and
students place a critical responsibility on teachers for that facilitation of the positive
social development of their students (Baker, 1999; Davis, 2003; Hughes et al.,
2001; Murray & Pianta, 2007; Pianta & Stuhlman, 2004; Solomon et al., 2000).

Asocial Behavior:

Towards the opposite end of the continuum, asocial behaviors are those that would
cause children to be withdrawn from peers or teachers (Ladd & Profilet, 1996).
When children exbibit asocial behaviors in pre-school and kindergarten, they are
typically quite dependent upon their teachers the following year (Birch & Ladd,
1998; Davis, 2003; Ladd & Profilet, 1996; Murray & Murray, 2004). Further, as
Birch & Ladd (1998) explained, children’s asocial behavior is perpetuated when
peers exclude and ignore them due to their negative behaviors, and their feelings of

29
self-doubt, low self-esteem and rejection are affirmed. It has also been purported
that when children display asocial behaviors such as a lack of empathy, they often
have difficulty developing moral reasoning skills (Cavanaugh, 1995, p. 320).
Cavanaugh further exerted that learning to be empathetic in early stages of social
development plays into a child’s moral development and leads to desirable altruistic
behaviors that allow children to feel compassion and love for others.

Early childhood classroom

Early childhood classroom is an academic and social process. Teacher-student

relationship is necessary at all stages of schooling, but it is more important in early
stage because children are at beginning phase of development. In examining
preschoolers’ attachment levels, Pianta et al., (1997) found behaviors that
“characterize s secure mother-child relationship also characterize a secure teacher-
child relationship, suggesting coherence across relationships” (p.275). One
explanation for this might be that preschool teachers determine how to support their
students by assessing their emotion-seeking behaviors; how they communicate
their socio-emotional needs; and, how they interact with their mothers in emotional
ways (p.278). In early childhood classroom teacher’s actions and behaviors with
students are crucial for establishing positive student-teacher relationship. A
multitude of studies designed to investigate teacher-student relationships have been
conducted, many utilizing the student-teacher relationship scale (STRS) which was
developed by Pianta (1994).

The Student-teacher relationship scale

To more closely examine the teacher-student relationships, Robert Pianta (1994)

developed the student-teacher relationship scale (STRS). “It is the most widely used
instrument within studies regarding teacher-student relationships” (Birch & Ladd,
1997; Murray & Murray, 2004; Pianta, 1994, 1999; Pianta & Stuhlman, 2004; Thijs
& Koomen, 2009). “The student-teacher relationship scale (STRS) is a teacher self-
report measure utilized to determine teacher’s perspectives regarding their feelings

30
about students, their observations of student’s interactive behaviors with them and
their judgements about the student’s feelings toward them” (Pianta, 1994, p.17).
According to this instrument there are three categories of relationships between
teachers and students: Closeness, conflict, and dependency.

Closeness refers to an interpersonal connection between student and teacher

characterize by mutual “Warmth, affection, and open communication” (Pianta &
Stuhlman, 2004, p.448). Teachers typically identify relationships with students in
this category when they exhibit prosocial behaviors (Thijs & Koomen, 2009; Pianta
et al., 1997).

Conflict is associated with negative behaviors from students like arguing with
teachers, aggressiveness, and disconnectedness etc. These relationships coincide
with teacher’s reports of asocial behaviors (Pianta & Stuhlman, 2004). Conflict
relationships have been considered a great determinants of school adjustment, or
maladjustment, then positive teacher-student relationships (Murray & Murray,
2004; p. 759).

“Dependency is characterized in students through asocial behaviors such as

clinging, withdrawal from social contact with peers, and helplessness; and, in
teachers through tendencies to react more negatively to student behaviors” (Hamre
& Pianta, 2001). In early teacher-student relationships, these behaviors have been
considered more difficult to overcome because they can tend to seem less extreme
than those within conflict relationships, and the existence of them also correlates
with their propensity to continue. (Birch & Ladd, 1997; Murray & Murray, 2004).
Some evidence has shown that, in general, dependency appeared to have more
negative effect for boys, as closeness was indicative of more positive effect for girls
(Saft & Pianta, 2001).

Early classroom behaviors in students

Behaviors of students at early stage of their schooling plays an important role in the
development of relationship with teachers later in life. Relationships which children
develop at the early age effect their future success and development (Pianta, 1994).

31
Negative behaviors

Negative or disruptive behaviors of students at early stage of student’s schooling

are due to weak parent-child relationship. Behaviors noted in kindergarten
classrooms were anger, frequent conflict, lack of communication, resistance or
complete inability to share, general intolerance of frustration and minimal problem-
solving skills (Baker, 1999; Hamre & Pianta, 2001; Mantzicopolous, 2005; Pianta,
1994). Davis (2003) indicated further reports of negative descriptions as
“ambivalent toward exploration and intimacy experiences and wary of new
situations” (p. 210). Children who show signs of hyperactivity and aggression prior
to schooling experiences are often argumentative and hostile towards their teachers
and have problems developing relationships with their peers (Baker, 1999; Birch &
Ladd, 1997; Mantzicopolous, 2005; Pianta, 1994; Pianta et al., 1997).

Positive behaviors

“Secure relationships with adults in early childhood prior to entering school tended
to result in positive behaviors exhibited in the school environment” (Baker, 1999;
Davis, 2003; Birch & Ladd, 1997; Pianta, 1994; Pianta et al., 1997). Children with
positive behaviors are confident in showing affection and direct communication
with their teachers and peers. Further, positive early experiences have held
significance in later success in school (Davis, 2003; Goodenow, 1993; Hamre &
Pianta, 2001). It has also been noted that when students develop closeness
relationships with their teachers, and exhibit more prosocial classroom behaviors,
they are more willing to engage in novel learning situations thereby increasing the
breadth of their knowledge and academic experiences (Pianta, 1994; Pianta &
Stuhlman, 2004).

Teacher behaviors in early childhood classroom

Although student behaviors greatly influence classroom environments, researchers

have concluded that teacher behaviors may have a greater impact (Thijs & Koomen,
2009). As well, teacher’s positive behaviors are thought to have greater impact in
changing the classroom environment, and teacher-student relationships, than

32
student’s positive behaviors (p.195). Teachers behaviors in classrooms with young
children have been investigated in relation to multiple factors including, but not
limited to, academic and affective outcomes (Prawat & Nickerson, 1985),
differential behaviors (Babad, 1990, 1993; Newberry & Davis, 2008), prosocial
behavior modeling (Jennings & Greenberg, 2009; Solomon et al., 1988), and
teacher efficacy (Goddard, Hoy, & Hoy, 2004; Tschannen-Moran, Woolfolk-Hoy,
& Hoy, 1998). Birch & Ladd (1988) suggested that teacher behaviors in early
classrooms are typically responsive to child behaviors (Birch & Ladd, 1998), and
that “teacher’s perceptions of their student’s behaviors are associated with the
attitudes that teachers form towards them” (p.934). Further, daily interactions with
students could be quite inconsistent if teacher actions are based solely upon a
responsive approach (Babad, 1993; 1995; Hamre &Pianta, 2001). Pianta et al.,
(1997) argued that consistency plays a key role in the development of future child-
adult and child-peer relationships.

Differential behavior of teachers

Weinstein (1983) introduced the term “differential” (p.291) to delineate the range
of behaviors that teachers display toward their students. Further research on
differential behavior of teachers toward their students typically reported that
teachers, often and unintentionally, displayed preferential treatment towards higher
achieving students or those who appeared to be more responsible over those
students who appeared to be more assertive and lower achieving (Babad, 1990;
Davis, 2003; Wentzel, 1998). According to student’s perspectives, that treatment
included showing greater warmth, holding higher expectations, offering more
choices, presenting greater opportunities and, in general, displaying more positive
treatment (Babad, 1990; 1993; Baker, 1999; Pianta, 1994).

Teacher Immediacy

Within the daily interactions of teachers and students, teacher immediacy

encompasses the verbal/nonverbal interactions with students that “reduce the
perceived distance between” teachers and learners (Allen, Witt, & Wheeless, 2006,
p. 22). Nonverbal Immediacy behaviors include actions such as nodding, smiling,

33
and learning; verbal immediacy behaviors include verbal acknowledgement, praise,
calling a student by name and using humor. Immediacy behaviors are characterized
as being perceived by students and are positive in orientation such that the use of
immediacy behaviors is a prosocial action and the lack of immediacy behaviors in
asocial (Frenzel, Goetz, Ludtke, Pekrun, & Sutton, 2009; Witt & Wheeless, 2001;
West, 1994). West (1994) concluded that teacher’s immediacy behaviors accounts
for trends in positive responses and engagement from students in relation to almost
any classroom interaction. Based in approach-avoidance theory, people approach
what they are attracted to and avoid that which they are not, it follows that when
teachers display immediacy behaviors they attract students and become
approachable to them (Allen et al., 2006; Frenzel et al., 2009; Witt & Wheeless,
2001). Moreover, teachers who employ immediacy are described as approachable,
genuine, caring and likeable (Teven & Hanson, 2004; West, 1994). Based on the
research showing the positive connection between teacher immediacy and student
behavior, Allen et al., (2006) concluded that immediacy behaviors can be explicitly
taught, and teachers can impact classroom interactions in a positive way. In relation
to immediacy, West (1994) further explained that:

(a) “Teacher immediacy behaviors are critical in students learning, (b) students
consistently respond positively to immediacy behaviors, and (c) teacher-student
relationships can be enhanced by the integration of immediacy behaviors”. (p. 110).
“It is reasonable to argue, then, that teachers who employ immediate behaviors are
promoting positive academic experiences with their students” (West, 1994; p. 110).

The Classroom environment

Many studies have been conducted that show strong correlation between classroom
designed to accommodate multiple learning styles and increased engagement,
achievement and attitudes of students (Burke & Dunn, 2002; Burke & Burke-
Samide, 2004; Dunn, 2007). Some of these studies purported that physical aspects
of the classroom such as furniture, lighting, seating arrangements and temperature
should be intentional considerations when teachers plan the set up for their

34
classrooms (Burke & Dunn, 2002). Teachers who give importance and priority to
these aspects can establish a positive relationship with students.

Summary

The review of the literature manifest that various researchers investigated the effect

of student-teacher relationship on student learning. In literature review number of

evidences have been presented that indicate that developing strong student-teacher

relationship can contribute to student learning and success. In reviewing the

literature, the researcher come to know that students with STRs characterized by

more closeness are more likely to have better academic outcomes while students

with STRs characterized by more conflict tend to have poorer academic outcomes

(Buyse et al., 2009; Hamre & Pianta, 2001; Roorda et al., 2011). Research has

shown that relationships characterized by higher level of conflict are associated

with higher levels of externalizing and antisocial behavior and lower levels of

positive work habits (Birch & Ladd, 1998; Hamre &Pianta, 2005; Silver et al.,

2005).

Finally, research has shown that student-teacher relationship is closely related to

academic and behavioral outcomes.

35
 CHAPTER 3

METHODOLOGY

This chapter deals with the methods and procedures adopted for this research. The
main purpose of this study is to gain teachers and students perceptions for their
relationship. Using a quantitative approach, this study concentrated on student-
teacher relationship and its effect on their learning. “Teacher-student relationship
have been recognized as pivotal to student’s motivation and learning” (Hattie,
2009; Nordenbo, Larsen, Tiftikci, Wendt, & Ostergaard, 2008). This chapter
focuses on design of the study, sampling, pilot testing, participants, tools for data
collection, and procedure for the data collection.

Leedy and Ormrod (2010:12) agree with Babbie and Mouton (2008:74) that
“research methodology refers to the researcher’s general approach in carrying out
the research project”. Mouton (2001) views research methodology as “focusing on
the research process and the kind of tools and procedures to be used”.

Quantitative Research Design

“Research can be described as a systematic and organized effort to investigate a

specific problem to provide a solution” (Sekaran; 2000; Burn, 1994). Consequently,
“its output is to add new knowledge, develop theories, as well as gathering evidence
to prove generalizations” (Sekaran, 2000). Furthermore, Bulmer (1997) defined
sociological research as “a primary commitment to establish systematic, reliable
and valid knowledge about the social world”. However, Kerlinger (1986) states that
“a scientific research is a systematic, controlled, empirical, and critical
investigation of propositions about the presumed relationships between various
phenomena”. “Research can be classified into three basic categories: quantitative,
qualitative and mixed method research” (Creswell, 2008; Cohen et al.,2007; Gliner
et al., 2009; Kothari, 2010). According to Smith et al., (1979), “quantitative
research employs the traditional, the positivist, the experimental, or the empiricist
method to enquire into an identified problem”. “Quantitative is based on testing a
theory, measured with numbers, and analyzed using statistical techniques and it

36
particularly emphasizes objectivity and reproducibility” (Smith et al., 1979).
Meanwhile, Fraenkel & Wallen (2003) argued that “the goal of quantitative method
is to determine whether the predictive generalizations of theory hold true”. Thus,
“quantitative research is more concerned with issues of how much, how well, or to
whom that issue applies”. Kerlinger & Lee (2000) explained that “quantitative
research is deductive in nature, and that researchers make inferences based on direct
observations with the primary goal to describe cause and effect”. In quantitative
research design the researcher identifies the research problem and describes why
something happened. Researcher explains about the trend in a community by
getting the overall tendency of feedback from individuals. “The quantitative section
deals with the statistical analysis and numerical data to provide quantitative
information” (Lund, 2005; Thiertart, 2007).

According to Frankel & Wallen (2003) “quantitative research can be classified

either descriptive or experimental research”. The purpose of descriptive research is
to become more familiar with phenomena, to gain new insight, and to formulate a
more specific research problem or hypothesis. In contrast, experimental research is
to test cause and effect relationship among variables. “In descriptive research,
researchers do not have direct control over independent variables because their
manifestations have already occurred or because they are inherently not
manipulatable” (Kerlinger & Lee, 2000).

Design of the Study

The present research “An Application of student-teacher relationship scale (STRS)

at Higher Secondary Level in Mirpur Azad Jammu and Kashmir” was a survey
research design. “Survey research design are procedures in which investigator
administer a survey to a sample or to the entire population of people to describe the
attitudes, opinions, behaviors or characteristics of the population” (John Creswell).

In survey design research, the researcher gather data in the numeric form by using
questionnaire (e.g., mailed questionnaire) or interviews and analyze the data

37
statistically to represent the trends to describe the research questions or hypothesis.
The researcher analyzes the data by comparing it with past research studies.

The researcher used questionnaires to collect data from teachers.

Population

All public and private colleges were selected as a participant of the study. Both
male and female teachers had taken part in the study. Participants were selected
from district Mirpur Azad Jammu and Kashmir because that was convenient for the
researcher. The researcher had taken permission before conducting the process of
data collection.

Sampling

“Sampling refers to the selection of a subset of persons or things from a larger

population, also known as sampling frame” (Scott & Morrison, 2007), “with
intention of representing the particular population” (Gall et al., 2007; Nauman,
2011).

Simple random sampling technique was used for the study. “In simple random
sampling, the researcher selects participants (or units such as schools) for the
sample so that any individual has an equal probability of being selected from the
population” (Creswell, 2011).

By using simple random technique data was collected through various inter and
degree colleges of Mirpur Azad Jammu and Kashmir. Every teacher was taken as
sample in the population of Mirpur Azad Jammu and Kashmir to represent his
opinions and views about the purposed study.

Validity

“Reliability and validity are important concepts in research as they are used for
enhancing the accuracy of the assessment and evaluation of a research work”
(Tavakol and Dennick, 2011, p.53). “Validity and reliability have different
meanings under the different types of research i.e. quantitative and qualitative
research” (CresWell, 2014, p.201).

38
“Validity is the extent to which any measuring instrument measures what it is
intended to measure” (Thatcher, 2010, p. 125).

“It is possible for a measurement to be reliable but invalid; however, if a

measurement is unreliable, then it cannot be valid” (Thatcher, 2010, p.125;
Twycross and Shields, 2004, p.36).

Reliability

According to Brown (2015) “In quantitative research, at a micro level, reliability

can be defined something like the degree to which the results of research
measurements and observations are consistent”. The reliability of any study can be
enhanced by properly designing them, revising and piloting them before the actual
use. “The reliability of a study’s measurements and observations can be checked in
cases where test items or Liker-item questionnaires are involved, either by
calculating test-retest reliability (i.e., examining the degree of correlation between
the scores produced by two administrations of the same test or questionnaire),
parallel forms reliability, or more easily by calculating internal consistency
reliability estimates (Cronbach alpha) as appropriate” (Brown, 2005).

Hence, the reliability of a study should be examined in terms of how well the results
of the study are internally consistent.

Tools for Collection of Data

According to Ayob (2005); Rani (2004) and Sekaran (2000), “the researcher must
specifically set up respondents for research- individuals, groups and a panel of
respondents whose opinion may be sought on specific issues”. Interviewing,
questionnaires and observing people and phenomena are the three main data
collection methods in survey research. According to Cavana et al., (2001), “after
the development of the research questions, data needs to be collected”. Monette et
al., (2011) “regard a questionnaire a way to collect data in survey research that
contains recorded questions that people respond to directly on the questionnaire
form itself, without the aid of an interviewer”. Wikinnson and Birmingham (2003)
state that “when designing questionnaires, is easy to overlook mistakes and

39
ambiguities in question layout and construction”. “The design of the questionnaire
affects the response rate (p.337), the reliability and validity of the data collected”.
“Surveying is the process by which the researcher collects data through a
questionnaire” (O’Leary, 2014). “A questionnaire is the instrument for collecting
the primary data” (Cohen, 2013).

O’Leary (2014) suggests “some obvious strengths for the research method, as
administering a questionnaire allows the researcher to generate data specific to their
own research and offers insights that might otherwise be unavailable”. “In listing
the additional benefits of questionnaires, O’Leary (2014) suggests that they can:

• Reach many respondents

• Represent an even larger population

• Allow for comparisons

• Generate standardized, quantifiable, empirical data

• Generate qualitative data using open-ended questions

• Be confidential and even anonymous”

Survey questionnaire was used for collection of data. The researcher had used
student-teacher relationship scale which was developed by Pianta (1991). “The
(STRS) is a 28-item self-report instrument used to assess teacher’s perceptions of
his/her relationship with a student”. “Specifically, STRS measures student-teacher
relationship patterns in terms of conflict, closeness and dependency as well as the
quality of the overall relationship between student and teacher” (Pianta). Both male
and female teacher have given their opinion.

Procedure for data collection

The teachers were given questionnaire by the researcher personally. Survey

questionnaires for teachers had taken 10-15 minutes in completion. Before giving

40
the questionnaire, researcher had given complete instructions for filling the survey
form.

Ethical Considerations

“Ethics is a philosophical term derived from the Greek word ethos, meaning
character or custom and connotes a social code that conveys moral integrity and
consistent values” (Partington, 2003). More in relation to the ethics of science,
Mouton (2001) believes that “the ethics of science concerns what is wrong and what
is right when conducting research”. “To this end all researchers, regardless of
research designs, sampling, techniques and choices of methods, are subjected to
ethical considerations” (Gratton & Jones, 2010).

Research is an ethical process. While doing research ethical considerations must be

kept in mind. To take volunteer consent from respondents the researcher had sent
the consent letters. Privacy of sites kept in mind. Feelings of people must be kept
in mind. Research should not be a source of harm to anyone. It should be non-
judgmental. The respondents selected for the study must be 18 plus.

In the present research the participants were not subjected to any risk. The
researcher ensured the respondents that they would remain anonymous. Caution
was taken to avoid any harm to the sensitivity of the respondents. All the statements
in the questionnaire form were prepared in such a way to avoid hurting the feelings
of the respondents.

“Ethical issues and considerations have mainly to do with permission to carry out
research, the participation of respondents, the community and public as well as the
process employed to analyze data” (Keeves, 1997; Busher, 2002).

Data Analysis and Interpretation

This process involves carefully analysis of all the gathered data, deeper
understanding of the data, coding the data, and critically analyzed what you have
observed. The researcher has used SPSS software to analyze the results. After
entering the data in SPSS software, the researcher has developed tables and charts

41
to interpret the results. After complete understanding of gathered data researcher
prepares the data for final step that is reporting your results.

Summary

In the chapter of methodology, the researcher has explained all the methods and
procedures which the researcher has gone through during the research process.
Research is a very interesting process which require a lot of hard work and patience.
The researcher has selected the quantitative research design. The researcher
selected the Mirpur AJ&K as population and collected the data using simple
random sampling technique. Questionnaire tool was used to collect data. The data
was collected from both male and female teachers of higher secondary schools of
Mirpur AJ&K. After collecting the data, the researcher has used SPSS software for
analysis of results. The researcher interpreted the results by developing tables and
charts which are an easy way for the reader to understand the results. Ethical
considerations were kept in mind during the data collection and for that permission
letters were issued from the chairman of Education department of MUST.

42
 CHAPTER 4

Data Analysis

In this chapter 4 the researcher analyzes the statements which reflects the student-
teacher relationship. The data was collected from teachers at higher secondary level
from Mirpur AJ&K. The quantitative data has been analyzed using statistical
package for the social sciences (SPSS). The results and interpretation has provided
the description of themes regarding strong student-teacher relationship.

Statistical data analysis

“The word ‘statistics’ has been derived from the Latin word ‘status’ and from
Italian word ‘stato’, both having the same meaning ‘a political state’,”. To the
layman the term statistics means “the data or figures, e.g., statistics (or data) of the
production of a commodity, statistics (or figures) of export and import” (R.S
Saksena). The term ‘statistics’ has been defined by different authors in different
ways as follows:

According to Croxton and Cowden: “Statistics or statistical methods may be

defined as the collection, presentation, analysis and interpretation of material data”.

According to the W.I. King: “The science of statistics is the method of judging
collective, natural or social phenomena from the result obtained by the analysis of
enumeration or collection of estimates”.

Hence, statistics can be defined as follows:

“Statistics is the science which deals with the methods of collecting, classifying,
presenting, comparing and interpreting quantitative data required to throw some
light on any sphere of enquiry”.

“There are several interrelated steps used in the process of analyzing quantitative
data. The first step is to prepare the data for analysis. This involves determining
how to assign numeric scores to the data, assessing the types of scores to use,
selecting a statistical program, and then cleaning up the database for analysis. The
second step begins the data analysis. Typically, we conduct a descriptive analysis

43
of the data reporting measures of central tendency and variation. Then we conduct
more sophisticated inferential analysis to test hypothesis and we examine
confidence intervals and effect sizes. The next step is to report results that are found
using tables, figures, and a discussion of the key results. Finally, you interpret the
results from the data analysis. This consists of summarizing the results, comparing
the results with past literature and theories, advancing the limitations of the study,
and ending with suggestions for future research” (Creswell, 4th edition, 2012).

“Descriptive statistics that indicate general tendencies in the data (mean, median
mode), the spread of scores (variance, standard deviation, and range), or a
comparison of how one scores relates to all others (z scores, percentile rank).

In inferential statistics in which we analyze data from a sample to draw conclusions

about an unknown population. We assess whether the differences of the groups
(their mean) or the relationship among variables is much greater or less than what
we would expect for the total population, if we could study the entire population”
(Creswell, 2012).

“Measures of central tendency are summary numbers that represent a single value
in a distribution of scores” (Vogt, 2005). They are expressed as an average score
(the mean), the middle of a set of scores (the median), or the most frequently
occurring score (the mode). In quantitative studies, researchers use all the three
types of measure. A mean (M) is the total of the scores divided by the numbers of
the scores. Median is the middle value in the data. The mode is the most frequently
occurring value in the data. Measures of variability indicates the spread of the
scores in a distribution. Range, variance, and standard deviation all indicate the
amount of variability in a distribution of scores. This relationship helps us see how
dispersed the responses are to items on an instrument. Variability also plays an
important role in many advanced statistical calculations. We can see how variable
the scores are by looking at the range of scores. The range of the score is the
difference between the highest and the lowest scores to items on an instrument. The
square root of variance, the standard deviation, does provide useful information,
and we look at it as an indicator of the dispersion or spread of the scores. A

44
percentile rank of a particular score is the percentage of participants in the
distribution of scores at or below a particular score. A standard score is a calculated
score that enables a researcher to compare scores from different scales. A z score
is the popular form of the standard score, or the standard score that has a mean of
0 and a standard deviation of 1. This yields a z scores, that enables the researcher
to compare the scores of one instruments from the scores of another instrument
Creswell, 3rd edition, 2009).

Therefore, the mean and the standard deviation of the received data from the
respondents calculated and has been entered in SPSS software in the present study.
The researcher has developed the tables and charts. Preparation of tables and charts
plays an important role in the analysis and production of results. Tables are the most
common way of presenting the basic descriptive statistics. They can make the
results very easy to understand for the reader. To highlight results graphs may be
used. These are easily understood by readers and require no specialist knowledge.
The simples form of graphics used in descriptive statistics is a table or a bar chart
(Lindy Woodrow, 2014).

Variable wise data analysis

The student-teacher relationship scale (STRS) is a self-report of teachers to measure

the quality their relationship with their students (Pianta, 2001). “The STRS is a 28-
item self-report instrument that uses a five-point Likert-type rating scale to assess
a teacher’s perception of his or her relationship with a student, a student’s
interactive behavior with the teacher, and a teacher’s beliefs about the student’s
feelings towards the teachers” (Pianta, 2001). The STRS consists of 28 items which
are divided into three components: Conflict, Closeness and dependency. 12 items
for conflict (2, 11, 13, 16, 18, 19, 20, 22, 23, 24, 25, 26), 11 items for closeness (1,
3, 4, 5, 7, 9, 12, 15, 21, 27, 28), and 5 items for dependency (6, 8, 10, 14, 16). These
components are separately examined by Higher secondary level teachers in Mirpur
AJ&K.

45
 Conflict

“Measures the degree to which a teacher perceives his or her relationship with the
student” (Pianta). The higher level of conflict shows that teacher struggle with the
student (Pianta, 1991). The total number of questionnaires distributed to the
teachers. The response rate was maximum though some of the items were not
responded by the participants, so the researcher has entered 0 as missing value for
that item in SPSS. The following table has represented the results in frequencies,
Mean and standard deviation at higher secondary level teachers in Mirpur AJ&K.

Definitely does not Apply Not really Not sure Somewhat Definitely
Applies Applies Applies

1 2 3 4 5

Likert scale
Five-point Likert scales are commonly associated with surveys and used in different
settings. Likert-scale was developed in 1932 by Rensis Likert. “Liker-type or
frequency scales use fixed choice response format and are designed to measure
attitudes or opinions” (Bowling, 1997; Burns, 1997). These ordinal scales measure
the degree of agreement or disagreement.

Statements DDA NA NS SA DA Missi M SD

1 2 3 4 5 ng

The children and I always seem to be 5 20 8 25 26 1 3.560 1.3112

struggling with each other

46
The children become easily angry 37 10 14 11 11 2 2.386 1.4884
with me
The children feel that I treat them 36 17 7 10 11 4 2.296 1.4786
unfairly
The children see me as a source of 41 11 10 12 9 2 2.241 1.4616
punishment and criticism
The children remain angry or are 18 14 21 26 5 1 2.833 1.2499
resistant after being disciplined
when the children are misbehaving, 6 6 11 29 33 0 3.906 1.2014
they response well to my look or
tone of voice
Dealing with the children drains my 16 8 16 26 19 0 3.282 1.4109
energy
When the children are in a bad 5 14 22 20 19 5 3.425 1.2094
mood, I know we are in for long and
difficult day
The children feelings towards me 7 13 26 26 10 3 3.232 1.1254
can be unpredictable or can change
suddenly
Despite my best efforts, I am 26 24 13 18 4 0 2.412 1.2564
uncomfortable with how the children
and I get along
The children whine or cry when they 32 12 14 16 10 1 2.524 1.4601
want something from me

The children are sneaky or 15 10 31 19 7 3 2.915 1.1988

manipulative with me

The results in the table shows that mostly teachers believe conflict among student
and teachers can ruin their whole day. When conflict ratio is higher among student-
teacher relationship than it will affect not only the children but the teachers as well.
The highest mean in the table is 3.906 which shows that teachers are inclined
towards the statement that when student misbehave they response well to the
teacher’s look or tone of voice. It means teachers are agreeing with the statement
that they and children have an understanding among them. The high value of mean
in the conflict factor shows that teachers are struggling hard in developing the
student-teacher relationship. But they are unable to do so due to lack of

47
understanding and cooperation between them. The mean of the statement “The
children and I always seem to be struggling with each other” is 3.560 which shows
that teachers agree with the statement that they and the students have a conflict
relationship. However, in the statement “Despite my best efforts, I am
uncomfortable with how the children and I get along” the mean result is 2.412
which shows that teachers don’t think they and the children feels any difficulty. As
we can see that both statements have different results which means that teachers
didn’t understand the statements or the parameters of student-teacher relationship.
In the statement “Dealing with children drains my energy” the mean result is 3.282
which shows that teachers somehow believe that the statement is true. But in the
statement “The children whine or cry when they want something from me” the
mean result is 2.524 which shows that teachers don’t think children cry when they
want something from them. There are some statements like “The children express
hurt or jealousy when I spend time with other children”, “The children remain angry
or are resistant after being disciplined” and “The children feelings towards me can
be unpredictable or can change suddenly” have the higher number of responses that
falls under the category of “not sure” on Likert scale. It means that teachers didn’t
understand the statements which effect the mean result. From all the mean result
we can see teachers didn’t express themselves openly regarding their relationship
with the students.

48
 4.5 3.906
4 3.56
3.282 3.425 3.232
3.5 2.915
2.833
3 2.386 2.296 2.241 2.412 2.524
2.5
2
1.5
1
0.5
0

Closeness

“Measures the degree to which a teacher experiences affection, warmth and open
communication with the children” (Pianta, 1991). “High closeness scores indicate
that the relationship is characterized by warmth, and the teacher believes he or she
is effective because the student uses the teacher as a source of support” (Pianta,
1991).). 11 items for closeness are: (1, 3, 4, 5, 7, 9, 12, 15, 21, 27, 28).

Statements DD NA NS SA DA Missi Mean SD

A 2 3 4 5 ng
1
I share an affectionate, warm 4 5 2 25 45 4 4.259 1.1043
relationship with the children
If upset, the children will seek 3 5 16 19 34 8 3.987 1.1297
comfort from me
The children are uncomfortable 26 12 13 14 12 8 2.662 1.4922
with physical affection or touch
from me
The children value their 1 3 10 24 45 2 4.313 .9097
relationship with me.

49
When I praise the children, they 4 6 2 19 49 5 4.288 1.1495
beam with pride
The children spontaneously 3 7 13 41 20 1 3.810 1.0117
share information about them.
The children try to please me. 4 8 15 39 16 3 3.671 1.0547
It is easy to be in tune with what 5 4 16 43 15 2 3.711 1.0185
these children are feeling
I have noticed the children 6 10 14 28 25 2 3.675 1.2308
copying my behavior or ways of
doing things.
The children openly share their 0 2 6 32 44 1 4.405 .7301
feelings and experiences with
me
My interaction with the children 0 2 4 14 65 0 4.671 .6794
makes me feel effective and
confident.

Closeness is the warm and affectionate relationship among students and teachers.
When student-teacher relationship is based on closeness it can improve student’s
trust on teachers and can positively affect their learning. Close student-teacher
relationship affects student’s learning because student believes that their teachers
will always be there in time of any difficulty they are facing in schools. “The kids
who have close, affectionate teacher-relationships as opposed to distant ones end
up solving many problems faster” (Ahnert et al 2012). In the table and chart, we
can see that all statements are inclined towards the fact that teachers have a caring
and close relationship with their students which yields many positive results. In
close student-teacher relationship students are more confident and good in
communication to share every problem with their teachers. The mean result of the
statement “My interaction with the children makes me feel effective and confident”
is 4.671 which is the highest response rate among other statements regarding
closeness shows that most of the teachers are agreeing with the statement that
teachers feel themselves effective and confident with they interact with the
children. It is due to the closeness factor among them. The mean of one of the
statement “The children are uncomfortable with physical affection or touch from

50
me” is 2.662 which shows that teachers not think that student get uncomfortable
with their touch. It means that student have a trust relationship with the teachers.
However, all the other statements have the mean result above 3 which shows that
teachers understand the statements and they think they have a close relationship
with the children. “Kids who experience high quality student-teacher relationships
in the early years have fewer behavior problems”. “They show more engagement
in the classroom” (Hamre & Pianta, 2001; Rudasill et al 2010; Wu et al., 2012)
“and better performance, too: studies of verbal skills have found that positive
student-teacher relationships have modest, positive effects on early language
development” (Spilt et al., 2015; Schmitt et al., 2012; Maldonado- Carreno and
Votruba-Drzal 2011).

Closeness
5 4.671
4.259 4.313 4.288 4.405
4.5 3.987 3.81 3.671 3.711 3.675
4
3.5
3 2.662
2.5
2
1.5
1
0.5
0 Mean

All the statements and respective mean results can be seen in the bar chart. All the
statements have the high mean value except one statement which has the mean
value of 2.662 which shows that teachers might understand the statement, or they
don’t want to respond openly.

51
 Dependency

“Measures the degree to which a teacher perceives students overly dependent on

him/her” (Pianta, 1991). “High dependency scores suggest that the student reacts
strongly to separation from teacher, requests help when not needed, and
consequently the teacher is concentered about the student’s overreliance” (Pianta,
1991). 5 items for dependency are: (6, 8, 10, 14, 16).

DD NA NS SA DA Missin Mean Std.

A 2 3 4 5 g Deviation
Statements
1
The children appear hurt 17 15 16 14 20 3 3.061 1.4770
or embarrassed when I
correct them.

The children react 9 13 20 21 19 3 3.341 1.2979

strongly to separation
from me.
The children are overly 6 18 13 32 15 1 3.381 1.2114
dependent on me
The children ask for my 22 14 19 20 8 2 2.735 1.3442
help when they really do
not need help.
The children express 15 18 24 15 11 2 2.867 1.2857
hurt or jealousy when I
spend time with other
children

The results in table and graph shows that teachers somehow believe that student’s
dependency on teachers affect the relationship among them. Closeness and
dependency have a minor difference. Closeness can create positive student-teacher
relationship that will improve student’s learning. But when student get too close
with teachers they may start depending on them when they don’t even need their

52
support at all. In the table the mean of the statement “The children are overly
dependent on me” is 3.381 which is highest among all the other statements. Which
means that mostly teachers think that students are overly dependent on them. Which
might be right because mostly teachers express their views openly in closeness
factor. And when students get too close with teachers they will overly dependent
on teachers. Past studies that found dependency on teacher-pupil relationship is
related to unfavorable outcomes such as hostile aggression (C. Howes, C. Hamilton,
1994). The mean of the statement “The children express hurt or jealousy when I
spend time with other children” is 2.867 which shows that teachers are not
confirmed about the statement.

Dependency
4
3.5
3
2.5
2
1.5
1
0.5 Mean
0

We can see the statement and respective mean results in the bar chart. The highest
mean result is 3.381 and the lowest mean value is 2.735 in the bar chart.

53
Cumulative Means
Cumulative mean is calculated to show that which factor of Pianta scale (STRS)
affect the student-teacher relationship the most.

Variables Means
Conflict 2.9176
Closeness 3.950
Dependency 3.077

From cumulative mean results in the table we can see that “closeness” has the high
value of cumulative mean which means teachers think they have close relationship
with the children the factor which teachers think that effect their relationship with
the them. The mean result shows that teachers have a close relationship with the
students. We can see that conflict has the 2.9176 mean which is less than closeness.
According to the result it means that the teachers of higher secondary level seems
that they have less conflict with their studets. After closeness the dependency factor
has the high value which is 3. 077.

Means
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Conflict Closeness Dependency

In the above chart we can see that closeness has the higher ratio. Which means
teachers have close relationship with their students. After closeness dependency

54
has the ratio of 3.077 which shows that students depend a little bit on teachers. But
conflict has the less value which means students and teachers have less conflict.

55
 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

Introduction
The purpose of this research has been to gain and highlight the student-teacher
relationship. “It is a topic of interest in the field of education that has been broadly
researched for decades” (Brophy, 1974; Evertson, Emmer, & Brophy, 1980; Grant
& Rothenberg, 1986; Leder, 1987; Baker, 1999; Crosnoe, Johnson, & Elder, 2004;
Hamre & Pianta, et al., 2012).

The objective of this research was to examine different aspects that affect student-
teacher relationship. The design for the study was quantitative. The researcher has
collected the data through questionnaire which were distributed to the public and
private college teachers of Mirpur AJ&K. The statistical data analysis has helped
the researcher to reach at the following conclusions. The conclusions will be
discussed under themes as under:

1. The Nature of student-teacher relationship

The first aim of the research was to explore the nature of the student-teacher
relationship. A lot of literature has been given on the topic. This research has found
that a positive student-teacher relationship is a must to enhance student’s learning.
“In order to maximize learning, it is essential for teachers to develop good
relationship with their students, because the rapport established between teachers
and students, in part, determines the interest and performance level of students”
(Teven, 2001; p.159). The research has shown that conflictual relationship between
students and teachers creates the problems for both. The existence of conflict
between students and teachers that will affect student’s learning as they will avoid
coming to school or to communicate their teachers. The research has also shown
that positive student-teacher relationship motivates the students to actively engage
in learning process.

56
The data confirmed that teachers have positive relationship with their students. The
teacher’s perception shows that they have positive relationships with students.
“When teachers form positive bonds with students, classrooms become spaces in
which students can engage in academically and socially productive ways” (Hamre
& Pianta, 2001). Further work indicates that “kindergarten children with more
closeness and less conflict with teachers developed better social skills as they
approached the middle school years than kindergarten children with more
conflictual relationships experiences in the past” (Berry & O’Connor, 2009).

The analysis of result shows that the nature of student-teacher relationship in

Mirpur AJ&K at higher secondary level is based on closeness. Which means
teachers have less dependency and conflict relationship with students.

2. The perception of teachers about the student-teacher relationship

In this quantitative study, the data was collected through questionnaire from both
public and private college teachers. The questionnaire was used developed by
Pianta (2001). The items deal with three important factors that are conflict,
closeness, and dependency. These three factors are important parameters for
measuring student-teacher relationship. Students with more closeness less conflict
and a little dependency on teachers means that there is a positive student-teacher
relationship.

Conflict:

The first parameter of measuring student-teacher relationship is conflict. “Conflict

is the degree through which a teacher perceives his/her relationship with student as
negative or conflictual” (Pianta, 2001). According to the results interpreted from
the questionnaire it is analyzed that teachers are in view that conflict can damage
the relationship among students and teachers. And the result obtained by the
researcher shows that there is little ratio of conflict among students and teachers at
higher secondary level in Mirpur AJ&K. The data was collected from some colleges
not from all the colleges of Mirpur AJ&K. And the result gathered are teacher’s
perception of their relationship with students. As discussed in detail that conflict

57
can damage the student-teacher relationship. So, it is a positive aspect which has
been seen in the data that there is a less conflictual relationship between students
and teachers. This shows that teachers know the importance of their relationship
with students and they try to avoid such things or behaviors which create irritation.

Closeness:

“Closeness is the degree through which a teacher measures warmth, affectionate

and open communication with the students” (Pianta, 2001). Closeness is the
parameter which measures the positive and strong relationship among the students
and teachers. If there is high ratio of closeness in student-teacher relationship that
means students and teachers have a positive relationship. In a close student-teacher
relationship student are more open towards their teachers. They are more confident
in sharing their stories and experiences with the teacher than the students who does
not have a close relationship with their teachers.

By the data it had seen that teacher’s response rate was more open towards the
closeness degree. Which showed that teachers understand closeness degree more
than of conflict degree. The research has shown that in teacher’s perception they
have the close relationship with their students. Which seems a good and positive
thing. Because when teachers have a close relationship with the students, then the
students will grow academic and social skills. The positive student-teacher
relationship creates an open communication between students and teachers. The
data gathered showed the perception of teachers regarding their relationship with
students. Analysis of data showed that teachers were very positive and open
towards their own thinking and opinion. Which reflects that the items in the
questionnaire that were related to the positive relationship of teachers with students
have the maximum value of mean. The perception of students is very much
important in this regard.

Dependency

Dependency is the degree through which the teacher perceives that the student is
overly depending on him/her. Dependency means when student starts overly

58
depending on their teachers. The analysis of the results showed that the students
had the less ratio of dependency on their teachers. With that the researcher
perceived the less dependency ratio of students on their teachers is because of
education level of students. The kindergarten students are more inclined towards
their teachers because of their age factor. It has been discussed in literature review
that in the early age students need their teachers more than at the age of higher
secondary school students. But less ratio of dependency is important because when
student start over dependency on teachers, teachers become annoying which effect
relationship among them. The research demonstrated that in teacher’s perception
their students does not depend on them.

3. Strategies and Recommendations to improve student-teacher

relationship
No research is completed ever there is always some need of improvements and
further research. Keeping this in mind the researcher has suggested some strategies
and recommendations that will help the other researchers to keep in mind while
studying the same topic.

• Individual differences should be kept in mind

• Praise the students
• Try to know student’s perception on different aspects of learning and
classroom environment
• Know the social background of the students
• Treat every child/student with love and care
• Listen them when they are trying to share something
• Give them extra time when they needed
• Tell them you care of their opinion in classroom
• Tell them you see them as an important part of the classroom

59
Above given strategies are most important which can be used to develop a positive
student-teacher relationship. These strategies are important at any level of
education and learning because the students of higher grade also have the emotions
and self-respect. Teachers are not supposed to degrade self-respect of any student.

Recommendations:

Following are the recommendations for further study;

• Student-teacher relationship should be made an essential part of pre-service

and in-service teacher’s training
• Student’s perception should be taken for their relationship with teachers
• There is a limited number of teachers who had response to the current study.
More data should be collected from the teachers
• In the current study only, single questionnaire was used to collect data, it is
recommended to use different tools to collect data like observations and
interviews to observe the situation deeply
• The data was collected only from the Mirpur AJ&K which is an urban area,
while study should be conducted both in ruler and urban areas to see the
differences and perceptions of people

Final Remarks:

This study was aimed to see the student-teacher relationship and its effect on
student’s learning. Hence, it is concluded that a student-teacher relationship is very
important for student’s learning. And the current study shows that according to the
perception of teachers at higher secondary level in Mirpur AJ&K, they have a
positive relationship with their students. Because the analysis of results shows that
student-teacher relationship has the higher ratio of closeness, less ratio of conflict
and a little bit ratio of dependency. The study helped the researcher to know about
different aspects related to the student-teacher relationship. The study showed that
creating a positive environment in the classroom will help in establishing positive
relationships between students and teachers. But positive student-teacher

60
relationship can be practiced everywhere at every level of education if the above
given strategies and recommendations are made an essential part of every teacher’s
training course. There is extensive research on this topic and every researcher has
given his/her perception on the topic. The need is to understand the student-teacher
relationship and practice that understanding in real environment. Because positive
student-teacher relationship is the only thing which can enhance student’s learning
by making them confident.

The researcher came to know about the fact that teachers can play a vital role in
developing student-teacher relationship. Because if a teacher knows all the
strategies and techniques he/she can create difference in the lives of students.
Positive student-teacher relationships depend on both the student and teacher. But,
the teachers have more responsibility in this regard. Because with his/her
competencies it will become easy to create a required environment in the classroom.
Teachers can solve most of the classroom related problems by just establishing their
relationship with students. It will be a success for teacher if he/she manages to
develop positive relationships with the students because positive student-teacher
relationships have long-lasting impact on student’s lives.

61
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 APPENDIX

Modified Student-Teacher Relationship Scale (STRS) Response Form

Grade………………………. Date…………/…………/………

Your Relationship with children In the Classroom

Please reflect on how much each of the statements below currently applies to your

relationship with the children in your classroom. All relationships are individual,

but in responding, please think about your relationships with the children in your

classroom in general. Circle the most appropriate form.

Definitely does not Not really Not sure Somewhat Definitely

Apply Applies Applies Applies

1 2 3 4 5

1 I share an affectionate, warm relationship with the 1 2 3 4 5

children.
2 The children and I always seem to be struggling with
each other.
3 If upset, the children will seek comfort from me. 1 2 3 4 5
4 The children are uncomfortable with physical 1 2 3 4 5
affection or touch from me.
5 The children value their relationship with me. 1 2 3 4 5
6 The children appear hurt or embarrassed when I 1 2 3 4 5
correct them.
7 When I praise the children, they beam with pride. 1 2 3 4 5
8 The children react strongly to separation from me. 1 2 3 4 5
9 The children spontaneously share information about 1 2 3 4 5
them.
10 The children are overly dependent on me. 1 2 3 4 5
11 The children easily become angry with me. 1 2 3 4 5
12 The children try to please me. 1 2 3 4 5

68
13 The children feel that I treat them unfairly. 1 2 3 4 5

14 The children ask for my help when they really do not 1 2 3 4 5

need help.
15 It is easy to be in tune with what these children are 1 2 3 4 5
feeling.
16 The children see me as source of punishment and 1 2 3 4 5
criticism.
17 The children express hurt or jealousy when I spend 1 2 3 4 5
time with other children.
18 The children remain angry or are resistant after being 1 2 3 4 5
disciplined.
19 When the children are misbehaving, they response 1 2 3 4 5
well to my look or tone of voice.
20 Dealing with the children drains my energy. 1 2 3 4 5
21 I have noticed the children copying my behavior or 1 2 3 4 5
ways of doing things.
22 When the children are in a bad mood, I know we are 1 2 3 4 5
in for long and difficult day
23 The children feelings towards me can be 1 2 3 4 5
unpredictable or can change suddenly.
24 Despite my best efforts, I am uncomfortable with 1 2 3 4 5
how the children and I get along
25 The children whine or cry when they want something 1 2 3 4 5
from me.
26 The children are sneaky or manipulative with me. 1 2 3 4 5
27 The children openly share their feelings and 1 2 3 4 5
experiences with me.
28 My interaction with the children makes me feel 1 2 3 4 5
effective and confident.

69
 List of Colleges

COLLEGES TEACHERS

KIAS COLLEGE 09
MEHRAN COLLEGE 06
READ FOUNDATION 06
SUPERIOR SCIENCE COLLEGE 05
PARAGON SCHOOL AND COLLEGE SYSTEM 05
ZEENAT MEMORIAL SCIENCE COLLEGE 07
CRESENT MODEL COLLEGE O7
PUNJAB COLLEGE 06
SHAH E HAMDAN COLLEGE 06
BOYS DEGREE COLLEGE AFZALPUR 07
GIRLS DEGREE COLLEGE CHIECHIAN 06
INTER GIRLS COLLEGE BANKHURMA 02
SCIENCE MODEL COLLEGE 05
THOTHAL GIRLS COLLEGE O8

70
 MIRPUR UNIVERSITY OF SCIENCE AND TECHNOLOGY (MUST) MIRPUR

Department of Education
___________________________________________ Ph. No 05827-
961058

Dear Colleague,

I am Bushra Javed in the department of Education of Mirpur University of Science

and Technology, engaged in the research work: An Application of student-
teacher Relationship scale (STRS) at Higher Secondary Level in Mirpur Azad
Jammu & Kashmir. I am at present in the first phase of my study and intend to
gather first-hand information with regard to the theory and practice. As a relative
newcomer to the profession of student affairs, you undoubtedly have ways in which
you enhance your practice. It is important to policy maker and educator to be aware
of the strategies that are most helpful to you and other professionals in order to help
promote professional development, competency and commitment to the field.

Therefore, I request your assistance by inviting you to participate in questionnaire.

The insight gained from this questionnaire will provide help information to inform
my research. The results will help to improve the quality of teacher-student
relationship. Your response to this study will greatly enhance our understanding.

Your participation in this research is, of course, voluntary and you are free to
discontinue at any time. Your confidentiality and anonymity are assured. You have
the right to ask for clarification and decline to answer any questions. All
information you provide will be kept strictly confidential and the researcher will be
the only one who could access this information, your name will never be used or
associated with this study.

71
There are no risks to you or to your privacy if you decide to participate in my study.
If you choose not to participate that is fine. However, your participation and
opinions are crucial in helping me to obtain answers to my research questions.

I greatly appreciate your participation in this research. The questionnaire will take
approximately 10 minutes to complete.

If you have questions regarding your rights as a research participant, or if a problem

arises which you do not feel like discussing with the researcher, please contact
department of Education of Mirpur University of Science and technology.

Thank you for your participation.

-----------------------------------------------------

72
 MIRPUR UNIVERSITY OF SCIENCE AND TECHNOLOGY (MUST)
MIRPUR
Department of Education
___________________________________________ Ph. No
05827-961058

Dear Sir/Madam,
Bushra javed is a M.Phil. student at Mirpur University of Science & Technology.
She is engaged in research for her thesis on the student-teacher relationship at
higher secondary level in Mirpur AJK. Bushra is currently undertaking her
empirical research, which involves Questionnaire from students and teachers in
Mirpur AJK regarding student-teacher relationship.
This research project has been approved by the research committee at MUST AJK
and it accords with guidance for the ethical collection of data. All Questionnaires
will be anonymized within the thesis and no individuals will be identified in the
research. The M.Phil. thesis will be considered by the research supervision team
and the panel of examiners under the regulations governing research degrees at
MUST AJK. As part of the approval for the research project assurances are given
that the research process and outcome will not be determinantal or harmful to
anyone involved or to members of the community in Mirpur AJK or more widely.
The purpose of the study is to advance knowledge and to benefit the education of
individuals and groups through research informed policy.

On behalf of Bushra Javed and MUST AJK I would like to thank you for your co-
operation with this study.

73