Positive Teacher-student Relationships in Gomdar Cluster Schools
Sherub Gyeltshen *
Khoyar Primary School, Samdrup Jongkhar District, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
A mixed methods research design is conducted in this research. For the quantitative survey, the data were collected from 120 students, 8 principals and 80 teachers from all the Gomdar Cluster Schools. After the data collection, inferential correlation analysis study was carried out. The findings of the study revealed that teachers, who exhibit nurturing characteristics, result learners to build self esteem, curb disciplinary issues, decrease dropout rates and enhance academic performance. For qualitative study, the sample consisted of 8 principals and 80 teachers participated in the interview. The data were collected through the use of semi-structured interviews and transcribed and analyzed using thematic approach. The study revealed that the positive teacher-student relationships develop students self esteem, increase class attendance and enhance academic performance. It stimulates teacher job satisfaction without teaching stress and burnout and retention in the profession. Therefore, the positive teacher-student relationship is recommended to be strengthened in our schools.
Keywords: Teacher-student relationship, Bhutanese education system, job satisfaction, interview