The current study was done to find out the role or impact of Student Teacher Relationship on the performance of students in school. A good proportion of literature as well as a reading of some studies from scholars indicates that if the instructors or rather teachers take their time to cultivate their association with students, they are able to give them motivation that will make them learn. More studies that have been conducted previously have suggested that the teachers should possess a strong belief that forming a good rapport with students is seminal in the process of motivating them so as to yield a fruitful and fulfilling performance. There is a requirement to take advantage of the beliefs for the wellbeing of the students.
It is quintessential that the teachers offer some recognition to the impact that they cause to their students and also take into consideration the perceptions of the students towards them. The teachers must make sure that they meet the academic and emotional needs of the learners. Inculcating classroom environments which facilitate positive cultures as well as healthy associations is critical in motivating learners to study more. Learning is performed through the application of many different theories in different countries. The procedures followed when teaching students affect their performance. According to Schweinfurt (2013), “the learning process is a matter of cognitive physiology,” and is not easy for laypersons to understand. In the modern world, learning is not only considered in the context of schools or institutions, but also in the context of culture. Different countries offer different kinds of education and follow different theories, as far as the Hofstede and attachment theories are concerned (Summers, Davis & Hoy, 2017).
As per Whitaker (2005), the major element in class is actually not the learner, but the instructor (Burdette & Whitaker, 2005). Motivated and great instructors possess very high expectations from the students that they teach. In fact the teachers must also have high expectations for themselves. The instructors need to recognize the significance of relating and building good attachments with their students. The implication of this is that if the instructors are unable to connect well with the learners emotionally, it may be difficult to influence the minds of the students. As a matter of fact, positive expectations from the instructor are linked to high academic performance or gains in academics whilst negative expectations from the teacher can lead to a decrease in academic performance (Burdette & Whitaker, 2005). The import of acknowledging the teacher’s beliefs in relation to their roles in motivating students is essential due to the accepted relationship between this perception and actions.
Teachers are the initial and certainly the most essential point of contact in the life of a student as far as education and emotional wellbeing is concerned. In spite of the numerous reforms, educational campaigns not forgetting programs that have been put in place to improve education, there is absolutely no other aspect that can be as profound as the human aspect. It is the people in the education system and not the programs that matter (Burdette & Whitaker, 2005).
The way teachers manage the classroom is significant to the success of their work. The teacher makes sure that, after the end of teaching, he has successfully instilled knowledge in his students and the students can pass a test with excellence. Every teacher’s aim is to make sure that the student will be successful and be a capable person in the future. Although sometimes this is not achieved due to an issue with a student, the teacher relationship is one of the leading factors in education. A teacher is a primary influence in a class, thus the way he behaves is significant (Wubbel, 2012).
Teacher knowledge as well as efficacy of learner motivation not forgetting success forms the essential elements to building relationships between the student and teacher that lead to motivation. Both the teacher and the learners have the task of valuing their contribution. There is need for the instructor to make the student feel worthy and appreciated. There is a dire need for the teacher to appreciate the fact that he or she has a positive effect on the students (Burdette & Whitaker, 2005). This is what is called teacher efficacy- the more a teacher develops a belief in this; the more the teacher has likelihood of causing it to happen.
Teachers are, therefore, taught skills for managing a class. Accordingly, both attachment theory and Hofstede theory offer understandings on professional relationships of styles of teaching, classroom management, as well as collegial harmony. These also have similar information for school leaders, teaching mentors, as well as protégés (Wubbel, 2012). It should be noted that the act of measuring the academic performance of a student is also influenced by several factors such as socio-economic status of their parents, the age of the students, self-motivation, different entry qualifications and self-confidence. These factors are considered to be important in the context of Bangladesh (Won, Lee & Bong, 2017).
In this paper, I will provide an overview of discussion concerning the connection between STR and students’ academic performance. Then, the paper will discuss the application of two prominent theories in the field of human relationships, namely Hofstede theory and attachment theory, in understanding the impact of STR on students’ academic performance in the context of Bangladesh. In the process of analysis, the paper draws a comparison between the academic performances of students from Bangladesh from the students of other regions such as UK/US.
There are a number of theories which can be used to explain the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh but I selected the attachment and Hofstede theories since the others have not been sufficiently addressed. Moreover, the issue of culture has been entrenched in the Bangladeshi education all through South Asia thus making the Hofstede theory ideal for one to conduct a theoretical research. The Hofstede theory also gives the dimensions for determining the STR (Bowlby & Ainsworth, 2013). In addition, I have focused on the attachment theory because it has tried to demonstrate how a good association between the teacher and student can yield results. It has been researched and tested thus using it provides a lot of background information to enable me determine and explore theoretically my area of research. The attachment theory entails a rich source of information which offers an explanation concerning individual differences in feelings and behavior and thus is one of the most comprehensive models to use here in learning the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh.
Moreover, I have opted to investigate my research study on the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh from a theoretical perspective based on the fact that Bangladesh has not had a lot of analysis of the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh using the two theories that I have focused on (Bowlby & Ainsworth, 2013). The theories selected for this research are important since they will help me organize the ideas on Student-Teacher Relationship as I try to make them clear to the readers. They will also be significant in framing my research questions, the design and analyze the outcome to find out which of the two theories is perfect for the case of Bangladesh in explaining the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh.