Many to wisely bridge the gap between

Many factors project good student performance in secondary schools. Through being observant to school rules and regulations, paying attention in class while teachers teach, doing assignments, being punctual as well as doing personal studies are among many factors which result to students performing well, in an event where students put all this into consideration, a good school culture develops. Any individual who comes into that particular school easily conforms. Other factors which influence students’ performance in secondary schools is the culture of the surrounding environment as well as the relationship between students and teachers. Teachers being the main individuals who facilitate passage of knowledge to the student needs to have a strong bond with the learners. Many learners often fear teachers thus teachers being very knowledgeable individual needs to come up with strategies to wisely bridge the gap between them and the student no matter how students see it is wide. The way of living of the people who live in a community where a certain school is located often needs to be friendly, fatherly and motherly to the student. Many secondary school students being in adolescent stage often needs to be handled with great care for their studies not to be affected. Many theories have been put across to explain the relationships between teachers, students and performance, moreover, other theories explain how culture affects as well as influences students in schools. With this, therefore, this essay enumerates the attachment theory and the Hofstede’s theory and how they influence student’s performance in schools

The attachment theory elaborates on how strong or weak the bond between teachers and students influences performance in schools. According to this theory the capability of an individual making physical or an emotional attachment results to stability, securities which people require in taking risks, to branch out, to grow as well as to develop one’s personality. This theory is widely used in analyzing student performance in secondary schools as it widely presents how students’ ability to score higher is strongly attached to the bonds between them and their tutors. For instance, according to Bowlby, a great psychologist who was among those who coined up the theory indicated that a child development often depends greatly on the ability to form a relationship with at list one of his/her caregiver. In a secondary school setting, for instance, the ability of a certain class o make a good relationship with a certain subject teacher often reflects the student’s performance (Allen, Gregory, Mikami, Lun, Hamre, & Pianta, 2013). Students who often provide the best environment to their teachers often perform excellently in an event like this, the tutors are often motivated and love the students, they often help the student with their full determination and will, they acquire the best teaching tricks and resources as well as learning materials for the students. Through this understanding is often enhanced, students perform very well, and thus they become good ambassadors of the school. However, if the students’ relationship with their teacher is fragile, the teachers often feel demotivated, they often lack morale to search for other support materials apart from what the curriculum provides for, they do less research, and they just go to class because they are employed and should serve the students. In a situation like this, the students often fail terribly. This, therefore, brings out clearly that the attachment theory stands out to be the best in estimating the student’s performance in schools.

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Children who are strongly attached to their role models and their teachers have many of their problems solved. Students who have great relationships with their teachers often spend much of their study time with their teachers and if they are facing any challenge in their studies the teachers often aid them to get out of the challenges they may be facing. Secondary school students are often associated with many social problems because many of them undergo adolescent stage while in secondary school level (Wubbels, Brekelmans, den Brok, Wijsman, Mainhard, & Van, 2014). Many become rude, while others become shy. In a situation like this, since teachers are often highly trained individuals and while doing their studies they take psychology courses they are often able to interpret students behavior and may personalize those students whom their conducts may be changing and thus advises them. Not only in social life but also in academics. The teacher usually advises the students on the best tricks which they should use to excel in their studies and often the students’ performance increases. Regarding this the attachment theory, therefore, comes out to be the best to apply when measuring students’ performance in secondary schools. According to different research which has been conducted in the field of education in ,amny7 secondary school by the ministry of education as well as other education al officer in America, it suggested that those students have a close relationship with their teachers often perform better in their studies, unlike those students who have a negative correlation with their teachers.

Hofstede, on the other hand, uses cultural dimensions in measuring students’ success. He majorly bases his argument on society’s culture especially on the values of the members involved and how the values in consideration influence behavior with the aid of a factor analysis. He came up with dimensions in which various instances can be explained. For example uncertainty avoidance (Manzo, & Devine-Wright, 2013). According to Hofstede, this is the ability for an individual to tolerate a particular society’s ambiguity. Regarding secondary school education, many secondary schools in the country have different rules and regulation. Thus students once transferred to other schools needs to take the shortest time possible to adapt to the new culture. In a situation where adoption of the new cultures is a problem, it translates to a poor performance of a certain student.

 The masculinity versus feminist dimension plays a critical role in measuring the performance of students in secondary schools. For instance, some schools which support both girls and boys to study together and in various instances places more emphasis on the performance of girls, the boys find it challenging to appear in the top positions and hence their poor performance. If it is the case of boy’s performance being laid a lot of emphases, then it becomes difficult for girls to excel in their studies in such conditions.

 The individualism versus collectivism, in a secondary school set up if the school encourages students to work in groups and discourages working singly students often pass very well in their studies. This is because they are often in a position to help one another in a case where challenges occur.

The long-term versus the shorten orientation in the theory of Hofstede incorporates the connections between performances of the student. The past students’ performance is often used to judge how students will perform in the future as well it possess connection wi9th student’s present performance. In a situation where this theory reflects positivity students often pass very well in all the activities, they involve themselves in a while in schools (Thijs, & Fleischmann, 2015). However, if students are not able to easily adapt to new cultures in the schools they have been posted, the schools do not support working together of all the stakeholders involved in making sure that students pass, long-term as well as short-term orientations are not considered in evaluation students as well as favors of one gender is practiced then this projects poor performance of a certain school.With this, therefore, this brings out clearly that this theory is often used to portray student performance by the ability to coup up with the surrounding in which one finds himself/herself in. Fitting well in a particular environment often results in one doing all that it takes to pass in an examination as well as improve. With this, therefore, the theory stands to be aiming the best which can be used in measuring individual’s performance.

Different case studies have been employed to measure students’ performance in various schools. According to, Hagenauer, Gläser-Zikuda, & Volet, (2016). Many schools in the country often aim at making sure that students fell satisfied with teaching and learning processes, and thus success prevails in most instances and their entire curse of life while in the schools. With this, therefore, this method should be applied in different occasion especially in international schools to estimate the degree of satisfaction of learners who find themselves in different environments from their homes.

In conclusion, the attachment theory and the Hofstede’s theory are among the best theories which can be used in measuring students’ performance in secondary schools. The closeness a child is with his/her teacher depicts that any academic problem the student undergoes the teacher’s ids in solving it, moreover, the ability to excellently conform to specific culture also depicts good relationship with the stakeholders and thus working jointly is promoted and hence success in schools.

 

 

 

 

 

 

References

Manzo, L. C., & Devine-Wright, P. (Eds.). (2013). Place attachment: Advances in theory,

methods and applications. Routledge.

Wubbels, T. H. E. O., Brekelmans, M. I. E. K. E., den Brok, P. E. R. R. Y., Wijsman, L. I. N. D.

Y., Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and classroom management. Handbook of classroom management, 363-386.

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of

effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76.

Thijs, J., & Fleischmann, F. (2015). Student–teacher relationships and achievement goal

orientations: Examining student perceptions in an ethnically diverse sample. Learning and Individual Differences, 42, 53-63.

Hagenauer, G., Gläser-Zikuda, M., & Volet, S. (2016). University teachers’ perceptions of

appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts. Frontline Learning Research, 4(3), 44-74.

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