Creating Positive Teacher- Student Relationship that will Promote Teaching and Learning Introduction According to (Pianta, 1999) student-teacher relationships can be defined by experiences that appear based on emotions as a result of teachers’ continuing interactions with his or her students. Learning takes place within a web of social relationships as teachers and pupils interact both formally and informally. Teacher-student relationships are important for the success of teachers and students alike. As it relates to classroom management, such relationships are the most important factor in determining a teacher 's work as effective. A strong relationship with students is very important for the success of a classroom and so teachers should
At school, teachers have to encourage students to take up extracurricular activities, as well as to excel in their studies. Hence, verbal ability, content knowledge, pedagogical knowledge, certification status, ability to use a range of teaching strategies skillfully, and enthusiasm for the subject characterize more successful teachers. The effectiveness of teachers can be identified by different factors. Firstly, it is good to look at their performance at work, including what they do in classrooms and how much progress their students make on achievement tests. For instance, teachers can adopt various teaching
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
Given the perceived importance of leadership and the central role administrators’ play in the effectiveness of their schools, it is not surprising that researchers in the field have dedicated themselves to investigating various leadership theories and the theoretical basis on which educational leaders base their leadership style and practices. The purpose of this study was to examine whether transactional leadership behaviors significantly affect the variables of teachers’ self efficacy, job satisfaction, and organizational commitment as perceived by teachers at secondary level. Information gained from the present study can be useful to administrators in their attempts at reducing attrition rates at secondary level of education and the creation of a stable teaching force. Moreover, this study’s results can be useful to principals ‘preparation programs as they
Teacher’s Self Efficacy is different from teacher’s collective efficacy and personal efficacy. While Teacher Efficacy refers to individual teacher’s belief that he or she is capable of positively influencing students and their performance, collective efficacy is the perceived performance of a social system (Bandura, 1997: 469) or an educational system. There are studies to show that professional learning influences Self- Efficacy while collective efficacy improves schooling. Studies reveal that while Personality and Motivation contribute to teaching effectiveness, Teachers’ Self Efficacy is linked to teaching performances both, which ultimately influence student performance. 2.2 Teacher Efficacy Teacher Efficacy theoretically is reflected in classroom management, student engagement and in administering instructional strategies.
This self-efficacy positively affected the classroom environment, thereby positively affecting the students and their achievements. According to Nicholas A. Gage et. al (2018) classroom management practices have a direct impact on their students’ probability of success. His study suggests that classroom management and the engagement of the student is directly related, but simply identifying the classroom management strategy is not enough. We must find the most effective strategies to promote the most meaningful change in teacher behavior.
Leadership styles such as participative, transformational and instructional positively influence the better academic performance of students in these schools. These leadership styles encourage interaction or participation between headmasters, teachers and students, therefore yielding quality results. The study established that democratic leadership style has a great influence on students’ academic achievement. This leadership style has to be exercised by headmasters always for quality results in the school. This result is supported by Cole (1993) that effective leaders influence the group members towards the achievement of group goals by gaining the groups commitment to these goals.
The teachers are encouraged to pursue higher learning/education degrees in line with their fields of specialization, perhaps this may help in their salary adjustments and academic rank. 2. Teachers are further encouraged to sustain their level of professionalism along the indicator as a person in order for him/her to contribute to the welfare of the state, community, the higher authorities in profession,. On the other hand, the respondents may be encouraged to improve their professionalism along ; School Officials, Teachers and other Personnel, Teacher and the Learners, Teacher and the Parents and Teacher and the Teacher as a Person so that the students/ learners are provided with the utmost quality education/ good quality services for holistic development 3. Since pagmakadiyos is the highest Core Values of the respondents an activity like recollection and team building may be taken into consideration to sustain their being paagkamakadiyos .
The main duties of the school managers are to develop the learning environment at school and to ensure the development of teaching methods for teachers by determining the teachers development, the educational goals of the school, directing educational applications to achieve educational objectives, making recommendations to find solutions for the problems, ensuring the motivation of teachers to improve the quality of education, maintaining discipline in the school environment. As a result of the inspections, student achievement is higher in schools that provided discipline. According to recent studies, 81 % of the successful students stated that systematic school environment has positive contribution to the academic success. Some reports stated that the reason of higher success rate in private schools compared to public schools is the result of better management systems and administrators of these schools. In this review, it is determined the reasons for being more successful manager of private school and better performance are to have more initiative, better allocation of resources, training facilities, and school