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A CRITICAL REVIEW OF TEACHER-STUDENT RELATIONSHIP IN LEARNING

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Journal of Research in Educational Management and Business Studies (JOREMBS)

A CRITICAL REVIEW OF TEACHER-STUDENT RELATIONSHIP IN

LEARNING

Beatrice Bunmi ADEYEMI (PhD)

General and Entrepreneurial Studies Unit
Olusegun Agagu University of Science and Technology
Okitipupa, Ondo State, Nigeria
Email: adeyemibeatrice163@yahoo.com

Felicia Bosede BAMIRE (PhD)

Department of Educational Management
Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria
Email: fbamire92@gmail.com

Abstract
The study examined the concept of teacher-student relationship in
learning which is fundamental to quality teaching. Inability to
provide facilitative environment and amiable interaction during
the teaching learning process affects learning outcomes. The
teacher is expected to use the knowledge and teaching expertise
acquired to work into the heart of the students so as to impart
knowledge. All learners may not perform or behave the same
way, thus the need to understand the level to operate with each of
them. Planning to circumference what is happening will play a
significant role in creating a favourable classroom atmosphere. To
promote better interaction among students, the teacher should use
professional rhetoric and morale boosting techniques to keep the
teaching lively. On this basis, the study reviewed critically teacher-
student relationship in learning.

Keywords: Learning Outcomes, Teachers, Students

Introduction
Learning is a process or experience of acquiring knowledge or skill.
This can be derived through attending classes, being an apprentice
or studying. According to Britannica Concise Encyclopedia (2017),
16 JOREMBS Volume 7, No 2, January, 2023

learning is the process of acquiring modifications in existing

knowledge, skills, habits or tendencies through experience, practice
or exercise. For learners to benefit from any teaching exercise,
there must be a favourable atmosphere, seasoned speech, effective
communication and proper discussion provided by the teacher or
instructor. McGrgor (1971) cited in Azikiwe (1998) indicated and
warned that teachers of English should never call their students
stupid if they either cannot understand or cannot manipulate
language as they wish them to. This attitude can create a barrier to
effective learning. He indicated that no matter the level of
performance of the student, the teacher should assume that they
are able but have been badly tutored in the foundational level.
Boynton and Boynton (2005) opined that the most powerful tool
teachers possess while fostering a helpful learning climate is to
provide a positive relationship with the students. They further
showed that when the actions and speech of teachers demonstrate
care and concern the students respond amicably and this boosts
their performance. The teacher-student relationship should be such
that can promote positive attitude towards learning. Learners look
up to their teachers as parents and in most cases, take their
teachers’ opinions as valid and unquestionable. The responsibility
is on the teachers to provide peaceful, relaxed, cooperative,
accommodating atmosphere for students’ learning and studying.
This will definitely pave the way for effectiveness.
Sparks (2019) pointed out that in 2018 study by Victoria
Theisen-Homer of Arizona State University, different teacher-
training programmes prioritized different kinds of relationships
with students. These are: An instrument focus which involved a
limited, one-way relationship where teachers cull bits of
information about students specifically to motivate them to
behave well and focus on teacher-directed tasks. The second is a
reciprocal focus which required teachers to gather information and
develop a holistic understanding of their students, inviting the
students to grapple with content and problems together. Azikiwe
(1998) asserted that the principle of streaming which categorizes
some students as intelligent and others as slow learners affect
proper learning. He indicated that learners can become what they
have been regarded by their teachers.
Beatrice Bunmi Adeyemi & Felicia Bosede Bamire 17

The ability to use knowledge acquired at any point in time either

in formal and informal situations placed learners in position to pay
attention during teaching-learning setting. For teachers to assist
students to learn, all needed skills and interactive teaching
methods should be provided. According to Akindele (2009),
some pedagogical skills are expected of the teacher if he is to
deliver effective teaching. These skills include: planning of lessons,
improvisation of learning resources, logical presentation of lesson
as well as utilization of assessment tools. Adequate utilization of
these various skills by the teacher would assist the learners greatly.
Moreover, the teacher should use language that facilitates easy
assimilation so that the students can generate ideas and develop
their capacity to plan their own lives as well as apply learning to
actual life situation. The value of the teacher as a mentor is
extremely significant and will influence students positively in the
present and in the future. The gracious interaction and relationship
of teacher-student enhances and promotes creativity (Koca, 2016).

Statement of the Problem

Appropriate collaboration effort by both teachers and students
during learning activities enhances the emotional, psychological
and academic development of students. The moment the bond
between the teacher and the learner detached through constant
faultfinding and criticism by the teacher, all teaching activities
would be received with less attention. This provided the need to
critically consider the teacher-student relationship in learning,
hence this study.

Learning and Its Components

Adeyemi and Ikotun (2009) explained that learning is the
permanent acquisition and habitual utilization of new acquired
experience. Learning is pivotal in life. It involves mental, physical,
simple or complex tasks. As a process of acquiring knowledge or
skill through studying or practicing, each individual learns in
different ways and the extent of comprehension equally differs.
Adeogun (2008) describes learning as a change in individual as a
result of interaction which exists between the individual and his
environment. A novice in a particular field becomes an expert
through considerable exposure to various related skills. Learning
18 JOREMBS Volume 7, No 2, January, 2023

can take place either consciously or unconsciously depending on

the purpose. Learning is the relatively permanent change in
behaviour potentiality that results from reinforced practice or
experience. Francis (2012) pointed out the components of learning
and categorized them into: drive, cue stimuli, reinforcement and
retention. Learning happens in the presence of drive. Drive is a
motivating factor that propels primary (or physiological) and
secondary (or psychological) goals. These two types of drive
interact with each other. To determine behaviour, it is important
to confirm the drives that are stimulating the most. Drive serves as
a motivating factor that prepare the students for the tasks of
learning. With such emotional and physical preparations couple
with the teachers’ encouragement, the atmosphere of the class will
be democratic where students will express their ideas freely
without unjust sanctions.
Cue stimuli relate to the factors that are in the environment
as perceived by the individual. Responses may be in the physical
form or may be in terms of attitudes, familiarity or perception.
Two types of stimuli emanates from response. These are stimuli
generalization and stimuli discrimination. In generalization, an
individual is not to completely relearn each of the new tasks
rather, members are given the opportunity to adapt to the overall
changing situations and identified new assignments. Thus, the
individual can learn from past experiences so as to relate with new
learning environment. He depicts discrimination as a procedure in
which an organization learns to emit a response to a stimulus but
avoids making the same response to a similar but different stimulus
(Francis, 2012). An instructor can discriminate between two
learners especially if one is intelligent and the other is
unresponsive. It is the duty of the teacher to create an enabling
environment where the intelligent learners and unresponsive ones
can be mixed-up so that they can work in group or in pairs which
with time will encourage and assist to improve the slow learners.
A group comes into play when there is a need for students to team
up and pull their intellectual resources together in preparation for
an assignment, a seminar presentation, an examination, a speech
or for any academic activities or scholarship. Through pairing and
grouping, the desire and urge to read is increased and
strengthened and those who are shy will open up in small learning
Beatrice Bunmi Adeyemi & Felicia Bosede Bamire 19

groups. Teachers should create a viable student relationship to aid

them form effective study habits in all subjects.
Francis (2012) further presented reinforcement as a
fundamental condition of learning. It is through reinforcement that
a measurable modification of behaviour takes place. It is a reward
for a correct response or reproof for wrong response. Learners
should be applauded for answering questions correctly or
contributing significantly to discussions. Constant corrections of
students’ grammatical errors during presentations can inhibit their
enthusiasm for the lesson. The onus is on the teachers to make
available an atmosphere conducive for learning. Oladele (1998) in
his own view stated that schedules of reinforcement are very
relevant because they affect learning, forgetting and extinction.
Retention deals with the ability to preserve and recall
learned knowledge or experience without forgetting. The purpose
of learning is to be able to recall the knowledge when needed.
Retention is the constancy of learned behaviour over time. Every
child is special and unique, with different interest, needs, ability,
values and challenges. For learners to retain lessons, the teacher
must provide meaningful relationship during teaching learning
situations.

Issues on Teacher-student Relationship

The ability of a teacher to provide a positive mentorship greatly
impact on the learners’ behaviour. It is significant that a peaceful,
serene and tranquil atmosphere provided by the teacher boosts the
readiness of the students to learn. If a teacher is hostile in the
classroom, there are possibilities that some students may withdraw
from lessons or be inattentive. According to Boynton and Boynton
(2005) in Varga (2017), when the foundation for a good
relationship is lacking, it negatively affects students’ behaviour.
Such students resist rules and procedures, and they will neither
trust teachers nor listen to what they have to say if they sense
teachers do not value or respect them. In fact, some students may
decide not to attend classes. The persistent absenteeism could be
attributed to the tutors’ sharp rebuke, lack of understanding,
negative reactions, and unbecoming speech. Varga (2017)
indicated that teachers have a responsibility to welcome all
students and create an air of respect between them so that more
20 JOREMBS Volume 7, No 2, January, 2023

positive interactions can be established. The way a teacher

communicates plays a significant role in the life of the learners.
There must be appropriate responses from the instructors even if
the students exhibit deviant behaviour.
Skinner and Greene (2008) revealed that learners need to
cultivate a sense of control by possessing a structured classroom
environment and a caring as well as trusting relationship with their
teachers. If the classroom is tensed with no practical activities to
incorporate the learners adequately in the teacher-learning period,
some of them may invariably disrupt the lessons. This necessitates
the need for effective application of understanding, shrewdness,
awareness and appreciation on the part of the teachers. Skinner
and Greene (2008) further maintained that if a student knew he
had control, there would be several positive academic results. This
would range from various academic activities, setting of achievable
goals, increased focus on tasks and more desire to study. With this,
students are encouraged to learn with enthusiasm, vigour, enjoy
challenges and ready to seek for assistance when the need arises.
Poor management of classroom situation can create an
issue in the teacher-student relationship. The teacher must be a
good role model in all ramifications. Santrock (2004), a reknown
psychologist, identified some relevant components of effective
teaching personality. These are: openness, either imaginative or
practical; conscientiousness, whether organized or disorganized,
extraversion’ either sociable or retiring; agreeableness, whether
soft-hearted or ruthless; and emotional stability, either calm or
anxious. All of these are significant for a productive, profitable
learning and relationship between the teacher and the student.
Vicki Nishioka, a senior researcher with Education Northwest who
studied teacher-student relationships disclosed that sometimes
teachers do not understand the importance that their relationship
with each student has on the student’s identity and sense of
belonging. Students, most times need tutors who could affirm their
responses to teaching activities. An observation of learners in the
elementary classes would greatly depict the importance and
relevance of teachers to the learners. A learner may refuse to
attend class if the teacher punishes him unjustly. In some cases,
there are learners who affirmed that what their teacher taught
them was right even when it was wrong. This shows according to
Beatrice Bunmi Adeyemi & Felicia Bosede Bamire 21

Maulana, Opdenakker, Stroet and Bosker (2013) that when

teachers creates a welcoming environment and considers the needs
of the students, learning will be ideal and students will easily
perform tasks they find personally interesting. A non-violent,
inclusive, collaborative teaching environment should be provided
for effective learning outcomes.

Theoretical Framework
The study was premised on attachment theory by John Bowlby
(1969). Attachment theory is a deep and enduring emotional bond
that connects one person to another across time and space
(Bowlby, 1969; Ainsworth, 1973). It explains how the parent-child
relationship emerges and influences subsequent development.
Attachment does not have to be reciprocal as one person may
have an attachment to an individual which is not shared. The
theory is characterized by specific behaviours in children, such as
seeking proximity to the attachment figure when upset or
threatened (Bowlby, 1969). Attachment behaviour in adult
towards the child includes responding sensitively and
appropriately to the child’s needs which appears universal across
cultures. The Attachment theory explains how the parent-child
relationship emerges and influences subsequent social, emotional
and cognitive development of a child. Specifically, it shapes his
belief about the link between early infant separations with the
mother and later maladjustment.
Adult attachment is guided by the assumption that the
same motivational system that gives rise to the close emotional
bond between parents and their children is responsible for the
bond that develops between adults in emotionally intimate
relationships such as the teacher-student relationship. Human
infants like other mammalian infants, cannot feed or protect
themselves, and so they depend upon the care and protection of
“older and wiser adults”.
The theory also describes how students use their positive
relationship with adults to organize experiences. The students who
have close relationships with their teachers and therefore view
their teachers as a “secure base” from which to explore the
classroom environment. Students feel safe having their teachers
with them and feel more comfortable accepting the academic
22 JOREMBS Volume 7, No 2, January, 2023

challenges necessary for learning. Teachers are just like a mother

who worries a lot about their children in their studies, sorrows,
their problems etc., and who gives all her love, happiness,
attention and special care to her child. A positive and strong
teacher-student relationship act as protection against the
potentially adverse effects that insecure environment can have on
students’ academic achievement and provide room for sharing
opinions, which boosts their involvement, motivation and interest
to participate in the class activities (Baker, Grant, Morlock, 2008;
Koskima and Rapeli, 2015; Wentzel, 2016).
Students who perceive that their teachers are caring,
attentive, fair and understanding are expected to be more
motivated to interact, discuss and participate in class activities. This
brings them into contact with other ideas and thoughts, which
stimulate their willingness to participate or get involved in other
activities in the community.

Literature Review
Many studies (Brown, 2010; Rimm & Sandilos, 2012) have
identified the importance of understanding the development of
high-quality teacher-student relationship on students’ academic
outcomes. Literature also indicates that teacher-student relationship
quality predicts students’ achievement in English Language
(Wentzel, 2016). The quality of instruction delivered in the
classroom depends on the quality of teachers, while the interaction
between the quality of instruction and the quality of teacher will
eventually influence the quality of the students produced as
outputs of the learning process (Rimm & Sandilos, 2012). For
teachers to produce the quality outputs that are needed in the
society, teacher-student interaction is a key element in classroom
instructional delivery. It is important for a teacher to build and
maintain positive teacher-student relationship so that students
might be fully engaged in the classroom.
Some teacher-student relationship variables such as trust,
communication and alienation are therefore keys in establishing a
very strong relationship among the students in the classroom.
Mutual trust between students and teachers is strongly required as
a foundation in developing and expanding their relationship and
social network (Baruch, Arnon and Rebecca, 2015). Trust is the
Beatrice Bunmi Adeyemi & Felicia Bosede Bamire 23

willingness or intention to make one vulnerable to the actions of

others (Durnford, 2010). Students who have trust in their teachers
are usually more focused on their work and learn more effectively
(Kurmaningsih, Yuniarti & Kim, 2012). According to experts, 63%
of students who participated in the study stated that they trusted
their teachers because they perceived them as being their parents,
because they have the ability to transfer knowledge, establish good
rapport with students, and have ability to guide students
appropriately. Roads (2006) agreed that building genuine and
trustworthy relationships between teacher and students is pivotal
in student capacity to learn. Also, in order to build trusting
relationships with students, kindness on the part of teacher, sense
of humour, caring and interest in students as human beings are
required (Romero, 2010; Kosnick and Beck, 2011).
Also, effective communication plays an important role in
building students’ behaviour and high standard education.
Teacher’s skills and ways of communication motivate and enhance
the students’ ability to learn effectively. It also plays an important
role in developing connection between students and teachers.
David (2015) revealed that a positive rapport between teachers
and students creates a healthy environment for good education.
Teacher’s non-verbal and verbal means of communication are
reflected in the students’ behaviour, knowledge acquisition and
ethics. Therefore, non-verbal communication from the teacher
damages the behaviour of students and eventually led to
depression on the part of students (SngBee, 2012). Good and
effective communication assists a well-trained teacher to develop
good relation with students and also enhances the student’s
interest in a particular subject. Bajracharya (2015) submitted that
inadequate number of teachers and teacher’s poor communication
skills are the major factors that have led students to abandon a
particular subject(s) at a certain class. Khan, Khan, Zia-Ul-Islam and
Khan (2017) also stated that the success of students is directly
related to the effective communication of the teachers. It is
therefore very important and necessary that the teacher
communicates with students in an effective manner.

In addition, Hyman and Snook (2001) mentioned that being

mocked and rejected by classroom mates leads students to suffer
24 JOREMBS Volume 7, No 2, January, 2023

from alienation which is related to depression, hopelessness, stress

and self-harm conduct or risky behaviours (Kathy, 2015; Fleming,
Dixon and Merry, 2012). They submitted that these impede
students’ explorative endeavours in the classroom which
negatively affect the teaching learning process. It also makes such
students feel that they do not belong to the environment where
they find themselves. Hyman and Snook (2001) also reported that
environmental climates make alienation become worse in students.
Kanya and Burgess (2007) stated that taking a seat at the back
angle of the classroom constitutes a safe place for alienated
students as they feel safe from being bothered by other students in
the classroom. Alienated students are extremely quiet and self-
isolated with limited interaction, acting as being busy doing
something, withdrawing from class activities, and preferring to stay
alone. These also are features of an introvert.
Various studies (Jimenez & Rose, 2010; Wubbels,
Brekelmans, den Brok, Wijsman, Mainhard and van Tartwijk,
2014) have reported that teachers who build better connection
with students also help students to gain better learning
achievement. This better connection or relationship with students
can be illustrated by the ability of teachers to resolve the alienation
issue (Murray & Zvoch, 2011). Several strategies have been
identified for handling alienated students in the process of teaching
and learning of English Language in senior secondary schools.
These include engaging the alienated students in intense
communication, giving them encouragement and empowering
class mates as working peers. All these attempts supported and
motivated alienated students to develop their involvement in class
activities (Kolawole and Oluwatayo, 2005; Adeyemi, 2018).
Research indicates that 13.2 million students dropped out
of schools in Nigeria in 2019 (UNICEF, 2019). This situation is not
peculiar to Nigeria alone, but appears to be widespread. In a study
conducted by Willms (2013) it was found that 25% of students in
the 43 countries studied reported a low sense of belonging and
20% of them reported low participation in class activities. Student
alienation is a serious problem that gives educators serious
concern, as such, students are more likely to struggle academically,
drop out of school and have behavioural problem in the society
(Baker, Grant and Morlock, 2008). Evidence regarding the effect
Beatrice Bunmi Adeyemi & Felicia Bosede Bamire 25

of alienation on academic achievement abounds. Researchers such

as Gonzalez and Paddilla, (1997) and Wentzel and Brophy, (2014)
found a positive relationship between student alienation and
academic achievement. In the same vein, a study of 214 Mexican
American High School by Gonzalez and Padilla (1997) found that
the sense of belongingness was significantly associated with the
Grade Point Average (GPA) of students in school.
Burbekova (2021) therefore submitted that a disconnected
student can be recognized or identified by a teacher through
observation. Teachers are therefore encouraged to be very
observant in the class so as to be able to identify the alienated
students in order to assist them manage their feelings and provide
practical strategies for creating and maintaining a daily climate that
will help each student find positive ways to feel connected, valued
and appreciated in the classroom. Various studies (Jimenez & Rose,
2010; Wubbels et al., 2014) have shown that teachers who build
better connection with students also help students to gain better
learning achievement.

Conclusion and Recommendations

A teacher-student relationship during teaching learning interaction
when marked by approval, acceptance, affirmation and optimism
promotes active and effective academic, social and economic
fulfillment. Academic performance in a tensed learning atmosphere
is a mirage. Students under such learning condition are restricted to
develop or utilize their capabilities. It is of paramount importance
that teachers should create enabling learning context for students
where mutual trust, confidence are exhibited. Teachers should
provide avenue for collaborative learning. This exposes the
learners to develop greater level of creativity, leadership qualities
and effective communication skills. This cannot be achieved if the
teacher is the sole provider of knowledge while the students
remain passive and dormant. A cordial, agreeable, approachable
teacher provides varying opportunities for students to clarify
misconceptions and increase understanding in different areas.

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26 JOREMBS Volume 7, No 2, January, 2023

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