THE INFLUENCE OF TEACHER STUDENT RELATIONSHIPS ON

STUDENT ATTITUDE TOWARDS LEARNING IN PUBLIC

SECONDARY SCHOOLS IN CHESUMEI SUB COUNTY

A Proposal Submitted to the

Department of Education

School of Education, Humanities and Social Sciences

University of Eastern Africa, Baraton

In Partial Fulfillment of the Requirements for the Course

Research methods in Education

Course code: EDTE333

Instructor : Professor Catherine Amimo

Group Members

Diana Chepngeno SDIACH2212

Kurgat Cheruto Deborah SKURCH2111

Mathew Mogoi SMOGOM1811

 DECLARATION

We as group members declare that this research proposal is our work done in partial fullfilment
of the requirements for this course , Research methods in Education

Members Student ID. Signature Date

Kurgat Cheruto Deborah SKURCH2111 ______________ ____________

Diana Chepngeno. SDIACH2212 ______________ ____________

Mathew Mogoi. SMOGOM1811 ______________ ____________

Instructor Signature. Date

Professor Amimo Catherine ______________ ____________

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 Table of Contents
DECLARATION.........................................................................................................................................ii
CHAPTER ONE..........................................................................................................................................1
INTRODUCTION.......................................................................................................................................1
Background of the Study.........................................................................................................................1
Statement of the Problem........................................................................................................................3
Research Objectives................................................................................................................................3
Research Questions.................................................................................................................................3
Hypothesis...............................................................................................................................................4
Significance of the Study.........................................................................................................................4
Justification of the Study.........................................................................................................................5
Theoretical Framework............................................................................................................................6
Scope of the Study.................................................................................................................................8
CHAPTER TWO..........................................................................................................................................9
LITERATURE REVIEW........................................................................................................................9
Quality of Teacher-Student Relationships...............................................................................................9
Teachers Perceptions on their Student Abilities and Potential...............................................................10
Teachers Behaviors and Dynamics........................................................................................................11
Strategies for Cultivating Positive Relationships...................................................................................13
Impact on Academic Achievement and Beyond....................................................................................14
Difference in the Influence of Teacher Student Relationship Based on Grade Level, Gender and
Academic Performance..........................................................................................................................15
CHAPTER THREE...................................................................................................................................18
RESEARCH METHODOLOGY...........................................................................................................18
Research Design....................................................................................................................................18
Research Method...................................................................................................................................18
Population..............................................................................................................................................19
Sample and Sampling Method...............................................................................................................19
Data Collection Instrument....................................................................................................................20
Validity of the Research Instrument......................................................................................................20
Reliability of the Instrument..................................................................................................................22
Data Collection Procedures...................................................................................................................23

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 Statistical Treatment of Data.................................................................................................................23
Ethical Considerations...........................................................................................................................23
REFERENCES...........................................................................................................................................24
Sample questionnaires...........................................................................................................................29

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 CHAPTER ONE

INTRODUCTION
Background of the Study
The teacher-student relationship has long been recognized as a critical component of the

educational process. It plays a pivotal role in shaping students' attitudes towards learning, which

in turn influences their academic performance and overall educational experience. Over the

years, researchers have extensively investigated the dynamics of teacher-student relationships

and their impact on various aspects of student development. However, despite the growing body

of literature on this subject, there remains a need for further exploration, particularly concerning

how these relationships influence students' attitudes towards learning.

Teacher-student relationships encompass a broad spectrum of interactions, ranging from

academic guidance and support to socio-emotional connections. At its core, a positive teacher-

student relationship is characterized by trust, mutual respect, empathy, and effective

communication. When students perceive their teachers as approachable, supportive, and caring,

they are more likely to feel emotionally safe and motivated to engage in the learning process.

Conversely, negative or strained relationships can impede students' academic progress and hinder

their willingness to participate actively in class activities.

Students' attitudes towards learning encompass their beliefs, perceptions, and

emotional responses to the educational experience. These attitudes can significantly impact their

levels of motivation, persistence, and academic achievement. Research suggests that the quality

of the teacher-student relationship plays a pivotal role in shaping these attitudes. A supportive

and nurturing relationship fosters a positive learning environment where students feel

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encouraged to take risks, ask questions, and explore new ideas. Conversely, a lack of trust or

rapport can lead to disengagement, apathy, and even resistance to learning.

Several studies have examined the link between teacher-student relationships and

students' attitudes towards learning across various educational settings. For example, a

longitudinal study conducted by Hughes and Kwok (2007) found that students who reported

positive relationships with their teachers exhibited higher levels of intrinsic motivation and

academic self-concept. Similarly, research by Roorda et al. (2011) demonstrated that students'

perceptions of teacher support were positively associated with their enjoyment of school and

engagement in classroom activities.

Furthermore, a meta-analysis conducted by Hamre and Pianta (2001) revealed a

significant correlation between the quality of teacher-student relationships and students'

academic outcomes, including achievement test scores and classroom behavior. These findings

underscore the importance of fostering positive and supportive relationships in educational

settings to enhance students' attitudes towards learning and promote academic success.

The influence of teacher-student relationships on attitudes towards learning is a

multifaceted and complex phenomenon. Positive relationships characterized by trust, respect,

and support have been consistently linked to higher levels of motivation, engagement, and

academic achievement among students. As such, educators play a pivotal role in cultivating these

relationships and creating a conducive learning environment that nurtures students' intellectual

and socio-emotional development. Moving forward, further research is needed to explore the

mechanisms through which teacher-student relationships influence attitudes towards learning and

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to identify effective strategies for promoting positive relationships in diverse educational

contexts.

Statement of the Problem

This research seeks to examine the correlation between teacher-student relationships and

student attitudes towards learning. The study will explore the various dimensions of teacher-

student interactions, including communication, trust, and support, and analyze their influence on

students' motivation, engagement, and overall attitude towards the learning process. The findings

aim to shed light on the significance of positive teacher-student relationships in fostering a

conducive learning environment, ultimately contributing to educational strategies that enhance

student learning outcomes.

Research Objectives
1. To assess the quality of teacher student relationships on student attitudes towards
learning.
2. To determine the influence of the student teacher relationships on students attitudes
towards learning and academic achievement
3. To investigate the factors that influence student teacher relationships.

Research Questions
1. How do students perceive the quality of their relationships with teachers in secondary schools?

2. What role does effective communication play in shaping teacher-student relationships and

impacting student attitudes towards learning?

3. To what extent does the level of trust between teachers and students influence students'

motivation and engagement in secondary school learning environments?

4. How do variations in teacher-student support systems affect students' attitudes and enthusiasm

for learning in secondary schools?

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5. Are there any long-term effects of positive or negative teacher-student relationships on

students' academic performance and educational aspirations in secondary schools?

Hypothesis
There is a significant influence of positive and supportive teacher student relationship on

students attitudes towards learning and academic performance.

Significance of the Study

The significance of teacher-student relationships has gained increasing recognition. This

study aims to delve into the intricate dynamics of these relationships, specifically focusing on

their impact on students' attitudes towards learning in public secondary schools. The rationale for

this investigation is rooted in the belief that fostering positive teacher-student interactions can

significantly contribute to the overall educational experience and outcomes.

One of the primary reasons for exploring the influence of teacher-student relationships is

their direct correlation with student engagement. Research indicates that students who perceive a

positive and supportive connection with their teachers are more likely to actively participate in

class activities, discussions, and assignments. By understanding the factors that contribute to a

healthy teacher-student relationship, educators and policymakers can implement strategies to

enhance student engagement, ultimately promoting a more dynamic and effective learning

environment. Beyond mere engagement, the quality of teacher-student relationships has been

shown to impact students' motivation and academic performance. When students feel a sense of

trust and encouragement from their teachers, they are more likely to exhibit intrinsic motivation

towards their studies. This motivation, in turn, has been linked to improved academic

achievements. Unraveling the nuances of how teacher-student relationships influence motivation

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can provide valuable insights for educators seeking to optimize their teaching approaches and

interventions

In addition to academic outcomes, teacher-student relationships play a pivotal role in

students' social-emotional development. Adolescence is a crucial period for identity formation,

and positive connections with teachers can contribute to a supportive and nurturing environment.

Understanding how these relationships influence students' emotional well-being is essential for

creating school cultures that prioritize holistic development, fostering resilience and self-esteem.

As education policymakers grapple with improving the quality of education in public secondary

schools, insights from this study can inform the development of evidence-based policies. By

recognizing the impact of teacher-student relationships, policymakers can allocate resources,

training, and support systems to empower teachers in building and sustaining positive

connections with their students. This, in turn, can contribute to a more positive school climate

and improve the overall educational experience for students.

Justification of the Study

Learning does not only occur through one way lecture , but it also occurs through

several other methods including questioning and consultation between teachers and students.

Through reciprocal interactions between learners and students learning also takes place since in

these interactions bring about exchange of knowledge , ideas and concepts . Positive teacher

student relationship have been linked with favorable students’ academic achievement .

Investigating the influence of teacher-student relationships on students' attitudes towards learning

is not only academically significant but also holds practical implications for educators,

policymakers, and stakeholders in the education system. This study seeks to contribute valuable

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insights that can inform educational practices and policies to create an environment conducive to

positive learning experiences.

Theoretical Framework
This research study on influence of teacher student relationship on students attitudes

towards learning relates to relationship theories . In this study we will use two theories: the

attachment theory developed by John Bowbly in 1950s and the social exchange theory by

George Homans in 1958.

Attachment theory was developed by British psychologist John Bowlby in the 1958 and

further expanded by Mary Ainsworth. It states that early relationships, particularly with

caregivers, shape an individual's emotional and social development. The theory emphasizes the

importance of a secure attachment between a child and caregiver for healthy psychological

development. It focuses on long-term emotional bonds and relationships between people. In the

context of student-teacher relationships, attachment theory suggests that positive and secure

connections between students and teachers can contribute to students' overall well-being and

academic success. When students feel emotionally supported and attached to their teachers, it

can enhance their motivation, engagement, and willingness to learn. A secure attachment with

teachers can serve as a foundation for a positive learning environment and foster a sense of trust

and safety in the educational setting. In 1969 ,Bowbly explains how students use their positive

relationships with adults to organize their experiences . He states that students view their

teachers as a secure base from which to explore the classroom environment.

In this study on the influence of teacher student relationship on student’s attitudes

towards learning in public secondary schools, this theory is important. Students and teachers

relate in school and classrooms in different ways and bonds can be created in the process. The
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student teacher relationship is one factor that influences student’s attitudes towards learning.

Effective positive student teacher relationships lead to a positive behavioral development of

students while negative relationship can lead to negative development of students. This theory

helps understand how the connections between teachers and students can influence the attitudes

of students and affect their learning. Students who experience secure attachments with their

teachers are likely to develop positive attitudes towards learning. A secure attachment fosters a

sense of emotional safety and trust, creating an optimal environment for cognitive and emotional

growth. When students feel supported and connected to their teachers, they are more likely to

approach learning with enthusiasm and confidence, leading to improved academic outcomes.

Conversely, students with insecure attachments may face challenges in developing positive

attitudes towards learning. In cases of anxious or avoidant attachments, students may exhibit

reluctance to engage in educational activities, fear of failure, or difficulty trusting their teachers.

These insecure attachment patterns can hinder the development of a positive attitude towards

learning, impacting academic performance and overall educational experiences.

Attachment theory highlights the importance of responsive caregiving in forming secure

attachments. In the educational context, responsive teaching involves understanding students'

needs, providing emotional support, and fostering a positive learning environment. Teachers who

demonstrate sensitivity to students' emotional cues, establish clear communication channels, and

create a supportive classroom atmosphere are more likely to cultivate secure attachments,

positively influencing students' attitudes towards learning. Integrating attachment theory into

educational practices implies prioritizing the quality of teacher-student relationships.

Professional development programs can equip educators with the skills to recognize and respond

to students' emotional needs, fostering secure attachments. Additionally, school policies and

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practices should encourage a nurturing and inclusive school culture, emphasizing the importance

of positive teacher-student interactions as a foundation for academic success.

Social exchange theory was developed by a sociologist named George Homans in 1958

unveils the reciprocal exchange of resources between students and teachers. This Theory states

that social interactions are based on the principle of reciprocity and exchange of resources.

Reciprocity is where social exchanges occur with expectation of mutual benefit. Each individual

in the relationship expects a reward from the exchange that occurs between them. On the other

hand exchange of resources involves exchange of tangible and intangible resources between

people in a relationship. These resources include: time, support, knowledge and cooperation. In

teacher student relationship there's exchange of resources like knowledge, effort, support and

cooperation and also reciprocity as both the teacher and student have expectations from their

exchange of resources. This theory helps to analyze the influence in the quality of student teacher

relationship on students attitudes towards learning. It provides a framework to understand the

social interactions that shapes the educational experience.

Scope of the Study

The main focus of this study is to investigate the influence of teacher student relationship

on students attitudes towards learning in public secondary schools. This study will involve

students and teachers in public secondary schools . The study will take place in Chesumei sub

county,Nandi county. The study will use questionnaires to be administered to the respondents

who are teachers and students randomly selected.

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 CHAPTER TWO
LITERATURE REVIEW
Teacher-student relationships play a crucial role in shaping students' attitudes towards

learning in secondary schools. This literature review aims to explore recent research findings on

the impact of these relationships on student attitudes towards learning, on motivation,

engagement, and overall educational experience. This review is explored under key areas:

Quality of Teacher-Student Relationships

Recent studies emphasize the significance of positive teacher-student relationships in

fostering students' motivation to learn (Baker et al., 2020). Students who perceive their teachers

as supportive, caring, and respectful are more likely to demonstrate positive attitudes towards

learning (Hughes et al., 2018). These positive relationships create an environment where students

feel valued, understood, and encouraged, leading to increased engagement and enthusiasm for

learning. Conversely, negative interactions between teachers and students, such as a lack of

communication, mutual respect, or trust, can have detrimental effects on students' attitudes

towards learning (Pianta & Hamre, 2019). Students who experience strained relationships with

their teachers may feel disengaged, demotivated, and even marginalized within the classroom

environment. As a result, their academic achievement and overall educational experience may

suffer.

Furthermore, the quality of teacher-student relationships extends beyond mere academic

outcomes. Research suggests that positive relationships with teachers contribute to students'

social-emotional development and well-being (Reyes et al., 2021). When students feel connected

to their teachers and classmates, they are more likely to experience a sense of belonging and

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emotional support within the school community, which in turn enhances their overall academic

and personal growth.Therefore ,fostering positive teacher-student relationships is essential for

creating a supportive and conducive learning environment where students feel motivated,

engaged, and valued. These relationships not only impact academic achievement but also play a

crucial role in students' social-emotional development and overall well-being.

Teachers Perceptions on their Student Abilities and Potential.

Teachers' beliefs about their students' abilities shape their expectations for academic

performance and behavior. When teachers hold high expectations for their students and believe

in their potential to succeed, they are more likely to provide challenging instruction, offer

support and encouragement, and foster a positive classroom climate (Galla et al., 2014). In

contrast, low expectations can lead to reduced opportunities for growth, limited support, and

negative interactions, which can undermine students' confidence and motivation (Jussim &

Harber, 2005).

Teachers' perceptions of students' abilities influence their approach to instruction and

classroom management. When teachers recognize and respond to students' diverse strengths,

interests, and learning styles, they create inclusive learning environments that support

individualized learning and engagement (Tomlinson, 2014). However, when teachers hold rigid

or stereotypical beliefs about students' abilities, they may overlook students' unique needs and

preferences, leading to disengagement and frustration (Dweck, 2014).

Teachers' perceptions of students' abilities influence the type and frequency of feedback

they provide. When teachers believe in their students' potential for growth and improvement,

they are more likely to offer constructive feedback, encouragement, and support that fosters a

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growth mindset and resilience (Yeager & Dweck, 2012). Conversely, when teachers view

students through a fixed mindset lens, they may focus more on innate abilities or deficits, leading

to less supportive feedback and diminished motivation (Mueller & Dweck, 2018).

Teachers' perceptions of students' abilities can also influence the quality of teacher-

student relationships. When teachers value and affirm students' strengths, efforts, and progress,

they build trust, rapport, and mutual respect (Allen et al., 2013). In contrast, when teachers

harbor negative or biased perceptions of students' abilities, they may inadvertently convey

skepticism or lack of confidence, which can strain relationships and hinder students' sense of

belonging and engagement (Good et al., 2017).

Therefore ,teachers' perceptions of their students' abilities and potential profoundly shape

the development of teacher-student relationships and students' attitudes towards learning.

Positive perceptions that emphasize growth, potential, and individual differences promote

inclusive, supportive, and motivating learning environments. Conversely, negative or biased

perceptions can perpetuate inequality, undermine confidence, and hinder students' academic and

socio-emotional development. Therefore, fostering teachers' awareness of their own beliefs and

biases and promoting a growth mindset can enhance the quality of teacher-student relationships

and support students' learning and success.

Teachers Behaviors and Dynamics.

Research suggests that specific teacher behaviors, such as providing constructive

feedback, demonstrating empathy, and creating a nurturing classroom environment, contribute to

positive teacher-student relationships (Reyes et al., 2021). Furthermore, cultural and socio-

economic factors influence the dynamics of these relationships, highlighting the importance of

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 considering diverse perspectives in educational settings (Afonso et al., 2022).Specific teacher

behaviors contribute to either positive or negative perceptions of teacher-student relationships

among secondary school students. These behaviors and dynamics include:

Employing empathetic listening skills in learning environment. Teachers who

demonstrate empathetic listening skills, actively listen to students' concerns, and show genuine

interest in their perspectives tend to cultivate positive relationships (Allen et al., 2013; Deci et

al., 2014). Providing personalized feedback that is constructive, supportive, and tailored to

individual student needs fosters positive perceptions of teacher-student relationships (Deci et al.,

2014; Rimm-Kaufman et al., 2014).

Respect for autonomy whereby teachers who respect students' autonomy, encourage their

independence, and involve them in decision-making processes are more likely to establish

positive relationships (Ryan & Deci, 2017; Skinner & Belmont, 2015). Employing an

authoritative teaching style characterized by high expectations, clear boundaries, and warmth

contributes to positive perceptions of teacher-student relationships (Allen 2013; Pianta &

Stuhlman, 2017).Avoidance of negative behaviors such as criticism, favoritism, lack of

responsiveness, or inconsistency can lead to negative perceptions of teacher-student relationships

(Roorda et al., 2011; Hamre & Pianta, 2016).

These specific teacher behaviors play a crucial role in shaping the quality of teacher-

student relationships in secondary schools, influencing students' attitudes, motivation, and

academic outcomes.

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 Strategies for Cultivating Positive Relationships
Various strategies have been proposed to help teachers cultivate positive relationships

with their students. These include implementing restorative practices, promoting active listening,

and incorporating student voice and choice in the learning process (Cornelius-White, 2019).

Additionally, teacher professional development programs focusing on relationship-building skills

have shown promise in improving classroom dynamics (Rudasill et al., 2020).

Restorative practices involve fostering a sense of community and accountability within

the classroom by resolving conflicts and addressing behavior issues in a constructive manner.

This approach emphasizes empathy, mutual respect, and understanding, rather than punishment

or retribution. By implementing restorative practices, teachers can promote positive interactions,

build trust, and repair harm within the classroom community (Morrison, 2019).

Promoting Active Listening both in classroom and outside the classroom. This listening

involves giving students full attention, showing empathy, and validating their thoughts and

feelings. By actively listening to students' concerns, ideas, and perspectives, teachers

demonstrate respect and create a supportive space for open communication. This fosters a sense

of trust and belonging, which is essential for building positive relationships (Fisher et al., 2018).

Incorporating Student Voice and Choice in the learning process. Empowering students to

have a voice in their learning process and offering them choices in assignments, projects, and

classroom activities can increase their sense of ownership and engagement. When students feel

valued and respected as active participants in their education, they are more motivated to learn

and take ownership of their academic success (Cook-Sather, 2016).

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 Building Rapport and Connection with student is an important strategy in improving

teacher student relationship. Taking the time to get to know each student individually,

understanding their interests, strengths, and challenges, can help teachers establish a personal

connection with their students. Simple gestures such as greeting students by name, sharing

personal anecdotes, and expressing genuine interest in their lives outside of school can go a long

way in building rapport and fostering positive relationships (Bondy et al., 2018).

Teachers participating in professional development programs focused on relationship-

building skills can equip them with the knowledge, strategies, and resources needed to cultivate

positive relationships with their students. These programs often provide opportunities for

teachers to learn about effective communication techniques, conflict resolution strategies, and

culturally responsive practices that enhance relationships and promote student success (Rudasill

et al., 2020). By implementing these strategies and continuously striving to strengthen teacher-

student relationships, educators can create a supportive and inclusive learning environment

where all students feel valued, respected, and motivated to succeed.

Impact on Academic Achievement and Beyond.

Positive teacher-student relationships not only enhances students attitudes towards

learning leading towards academic achievement but also extends far beyond secondary school.

Research by Hamre and Pianta (2018) highlights that these relationships are not only associated

with enhanced attitudes towards learning but also contribute significantly to long-term academic

success. When students have positive and supportive relationships with their teachers, they are

more likely to be motivated, engaged, and actively participate in learning activities. This, in turn,

leads to improved academic performance, including higher grades and standardized test scores.

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 Moreover, the benefits of positive teacher-student relationships extend beyond the

immediate academic context. Studies have found that students who have experienced positive

relationships with their teachers are more likely to pursue higher education and attain advanced

degrees and career advancements (Roorda et al., 2021). These students tend to exhibit greater

resilience, self-efficacy, and confidence in their abilities, which are essential qualities for

academic and career success.

Furthermore, positive teacher-student relationships have been linked to positive outcomes

in the workforce and beyond. Students who have developed strong interpersonal skills and

communication abilities through their interactions with teachers are better equipped to navigate

professional environments and build meaningful relationships with colleagues and supervisors.

Additionally, the mentorship and guidance provided by supportive teachers can influence

students' career choices and aspirations, leading to greater career satisfaction and advancement

opportunities.In essence, positive teacher-student relationships not only foster academic

achievement but also lay the foundation for lifelong success and well-being. By nurturing these

relationships, educators can positively impact students' academic trajectories, personal

development, and future career prospects.

Difference in the Influence of Teacher Student Relationship Based on Grade

Level, Gender and Academic Performance.
Research indicates that the influence of teacher-student relationships on students'

attitudes towards learning may vary based on factors such as gender, grade level, and academic

performance.

Studies suggest that the impact of teacher-student relationships on students' attitudes

towards learning may differ by gender. A study by Hafen et al. (2019) found that positive

15
teacher-student relationships were associated with greater academic engagement and motivation

for both boys and girls, but the effect was stronger for girls in middle school. Similarly, a meta-

analysis by Longobardi et al. (2019) reported that positive teacher-student relationships had a

more pronounced effect on girls' academic engagement and achievement compared to boys,

particularly in the later years of secondary school.

The influence of teacher-student relationships on students' attitudes towards learning

may also vary across different grade levels. A longitudinal study by Hughes et al. (2018)

observed that positive teacher-student relationships predicted greater academic motivation and

achievement from early to late adolescence, with the effects becoming more pronounced in high

school compared to middle school. Conversely, a study by Luo et al. (2020) found that the

impact of teacher-student relationships on students' attitudes towards learning was stronger in

middle school compared to high school, suggesting potential developmental differences in the

importance of these relationships.

The relationship between teacher-student relationships and students' attitudes towards

learning may also be influenced by students' academic performance. Research by Wang et al.

(2017) indicated that positive teacher-student relationships were associated with greater

academic engagement and motivation, particularly among students with lower academic

achievement. Additionally, a study by Reinke et al. (2018) found that students with behavior

problems who experienced positive relationships with their teachers demonstrated improvements

in academic engagement and attitudes towards learning, highlighting the potential protective

effect of supportive teacher-student relationships for at-risk student

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 In summary, while positive teacher-student relationships generally contribute to enhanced

attitudes towards learning, the influence may vary based on factors such as gender, grade level,

and academic performance. Understanding these nuances can inform targeted interventions and

support strategies to maximize the positive impact of teacher-student relationships on students'

attitudes and academic outcomes across diverse student populations.

In conclusion, the literature reviewed underscores the critical role of teacher-student

relationships in shaping students' attitudes towards learning in secondary schools. By fostering

supportive, respectful, and nurturing environments, educators can empower students to thrive

academically and beyond

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 CHAPTER THREE.

RESEARCH METHODOLOGY
This chapter discusses the research methodology beginning from the research design,

research method, population, sample and sampling method, data instrument, validity and

reliability of the research instrument, data collection procedures, statistical treatment of data and

ethical considerations.

Research Design.
The research design provides a structured framework for researchers to investigate

various phenomena. In this research study we will use the descriptive research design since our

study aims at investigating the phenomenon on teacher student relationship and it's influence on

student attitudes towards learning. Descriptive research design is a type of research methodology

used to describe the characteristics, behaviors, and attributes of a population or phenomenon. It

focuses on providing an accurate depiction of what exists or what is happening, without

attempting to determine causality or relationships between variables. It aims to describe

characteristics of a population or phenomenon without influencing it in any way. It provides a

snapshot of the current state of affairs. This design will help provide a comprehensive portrayal

of the influence of teacher student relationship on students attitudes towards learning in public

secondary schools.

Research Method.
According to Leedy and Ormrod (2019), a research method can be defined as , the

systematic procedures, techniques, or processes used by researchers to collect, analyze, and

interpret data necessary to answer research questions or test hypotheses. Our research will use

mixed method integrating both the qualitative and quantitative research. Qualitative focuses on

18
exploring phenomenon and emphasizes subjective experiences and perspectives of individuals. It

involves use of interviews and observations. Quantitative focuses on collection and analysis of

numerical data and it emphasizes objectivity, generalizability and statistical analysis. It involves

use of surveys and standardized tests. The descriptive research design that we will use integrates

both the qualitative and quantitative research. Therefore, this will help us to understand deeper

on the phenomenon under investigation using surveys, questionnaires and observation

methodologies.

Population
Population is defined as the entire group of objects or individuals affected by the problem

in the study. It is the complete set of individuals that possess certain characteristics and are focus

of the study. In this study our population will be students and teachers from public secondary

school. This study will involve students and teachers from Chemundu secondary school in

Chesumei sub county, Nandi county . Since the study investigates the influence of teacher

student relationship on students attitudes towards learning in public secondary schools, the

population in Chemundu secondary is suitable for our study. The school is accessible for us and

the students and teachers will also be available in school during the time of our study.

Sample and Sampling Method

A sample is defined as the subset of the population selected for the study ,(Johnson,

2018). It represents a larger population allowing researchers to make valid inferences. Our study

sample will be from our main population of students and teachers in Chemundu secondary

school.

Sampling method is defined as the technique used to select a sample for research. Our

study will use the stratified sampling where the population is divided into subgroups and

19
participants randomly selected. Our population of students will be divided into subgroups

according to their classes form one to form four and then participants will be randomly selected

from each class . In the case of teachers we will use random sampling where every teacher will

have an equal chance of participating in the study.

Data Collection Instrument.

A data collection instrument is what is used to collect data. Johnson (2018), defines a

data collection instrument as a tool or method used to gather data for research or analysis. Our

research study will employ two data instruments which are the questionnaires and interviews. A

questionnaire is a predetermined set of questions given to respondents in a study . Our

questionnaires will be administered to all our participants and they will e required to answer

them. The questionnaires will have both the open -ended and closed questions. Interviews

involves direct interactions of the researcher and respondent. We will also use the interviews

through asking questions one on one with our part to get more information for our research

study.

Validity of the Research Instrument.

Validity is the extent to which a measure adequately represents the underlying construct

that it is supposed to measure (Drost, 2011) . It is essential to establish the validity of a research

instrument to ensure that the data collected accurately represents the construct phenomenon

under investigation. Validity is crucial for ensuring that the results obtained from the instrument

are meaningful and reliable. There are different types of validity, including content validity and

face validity. Content validity refers to the extent to which a measurement instrument adequately

represents the construct it intends to measure (Haynes, Richard, & Kubany, 1995). Face validity

20
refers to the extent to which a measurement instrument appears to measure what it is intended to

measure (Carmines & Zeller, 1979).

In our study, content validity ensures that the research instruments accurately capture the

multifaceted nature of teacher-student relationships and student attitudes towards learning. Our

research instrument will undergo rigorous validation procedures to ensure its validity. Content

validity will be established through expert review, where subject matter is subjected to experts to

evaluate the relevance and representativeness of the instrument's items. To establish content

validity, the research instruments must undergo a rigorous development process. This involves a

comprehensive review of existing literature on teacher-student relationships and student attitudes

towards learning to identify key dimensions and relevant constructs. Additionally, input from

experts in the field of education and psychology will be solicited to ensure that the items

included in the instruments adequately reflect the theoretical framework of the study. Through

these iterative processes of development and refinement, the research instruments will achieve a

high level of content validity, ensuring that they effectively measure the constructs of interest.

A research instrument possesses face validity if it appears, on the surface, to be a

reasonable and appropriate measure of the construct under investigation. Achieving face validity

involves designing research instruments that are easily understood and relevant to participants.

The items included in the instruments should be clear, concise, and directly related to the

constructs being assessed. Additionally, the overall format and structure of the instruments

should be visually appealing and engaging to participants. Face validity will be established

through the review by non-expert people. Our research questionnaires will be subjected to fellow

students from other departments to check on language, clarity and comprehensiveness of our

instrument. Our research instrument will be subjected to non-expert participants in order to

21
determine the clarity and comprehensiveness of the questionnaire in measuring teacher student

relationships influence towards students attitudes on learning. The instrument will undergo

extensive review and revision to ensure that they are user-friendly and appropriate for our target

population. Feedback from the participants will help us in modifying the questionnaire to ensure

that it is understood by the participants thus enhancing its quality and validity before collecting

data for the study.

Reliability of the Instrument.

According to Drost (2011), reliability is “the extent to which measurements are

repeatable when different people perform the measurement on different occasion, under different

condition, supposedly with alternative instruments which measure the construct or skill”. It can

also be defined as the degree to which the measure of a construct is consistent or dependable. It

is achieved through pilot testing .

To achieve the reliability of our research instrument , a pilot testing will be conducted

using a sample of students with similar characteristics as the target population and the results

analysed statistically to ensure its reliability. This will allow us to identify any ambiguous or

irrelevant items. The questionnare will be administered to the sample for pilot testing and they

will fill it for us to get the results. After obtaining the data from the pilot testing the data will be

analysised using the SSPS analysis. We will use the significance level to analyze this data. The

significance level (α) will be set at 0.05 for all statistical tests conducted in this study. A

significance level of 0.05 indicates that there is a 5% chance of observing the obtained results if

the null hypothesis is true. Findings with p-values less than 0.05 will be considered statistically

significant, suggesting that the instrument is reliable. Feedback from pilot participants will be

used to refine the instruments and enhance their reliability.

22
 Data Collection Procedures.
Data collection procedures refer to the systematic methods or processes used to gather

information for research or analysis purposes. Our study will first go through the University of

Eastern Africa, Baraton Ethics Committee first for approval. After approval from the ethics

committee we will do a previsit to the school to ask for permission from the school principal. We

shall visit the school for data collection where we will administer the questionnaire to our

participants and do the interviews necessary. We shall then collect the data and appreciate the

school for allowing us to conduct the research in their institution.

Statistical Treatment of Data

After the collection of data from our participants ,the information will be statistically

analysed in order for us to be able to report the findings and give our recommendations. The data

will be subjected to the SSPS analysis for it to be analysed.

Ethical Considerations.

Ethical considerations in research encompass principles and guidelines aimed at ensuring

the well-being, rights, and dignity of research participants. Compliance with ethical standards is

essential for maintaining trust in the research process and upholding the integrity of scientific

inquiry (Neuman, 2014). In our study we will ensures that we consider all the ethical principles

in conducting research. This involves obtaining informed consent from our participants and the

ethics committee of the university, protecting confidentiality of data, minimizing harm to the

participants, ensuring anonymity of the data and ensuring that the benefits of the research

outweigh any potential risks. Additionally, we will also address the issues fairness, honesty,

transparency, and respect for cultural diversity .

23
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28
 Sample questionnaires
Sample 1

We are students from the University of Eastern Africa Baraton humbly request you to answer the

following questions to help us conduct a successful research on the influence of teacher student

relationship on students attitudes towards learning in public secondary schools. Your answers are

confidential and will only be used for academic purposes.

Bio data

Gender

Female Male

Grade level.

Form 1 Form 2 Form 3 Form 4

Academic performance

Bad Below average Average Good Excellent

Scale: 1=Strongly agree, 2= agree, 3=Neutral, 4=disagree, 5=strongly disagree

29
Tick where appropriate ,the scale above represents each answer.

Quality of relationships 1 2 3 4 5

1. On a scale of 1 to 5, how would you rate the overall quality of

your relationship with your current teachers?

2. Are you comfortable approaching your teachers with questions

or concerns related to your studies?

3. Do your teachers often provide constructive feedback on your

academic performance?

4. Do you feel that your teachers understand your individual

learning needs and preferences?

5.Do you believe that having a positive relationship with your

teachers influences your overall attitude toward school and
learning?

6. Have you ever experienced a negative interaction with a teacher

that impacted your attitude toward learning?

7.Do you feel that your teachers genuinely care about your
academic success and personal well-being?

Teacher behaviors and dynamics 1 2 3 4 5

1. Would you describe the level of warmth and supportiveness

exhibited by your teachers in the classroom as high?

2.Do you believe your teachers demonstrate empathy and

understanding towards students' academic struggles and personal
challenges?

3.Do your teachers oftenly actively involve students in classroom

discussions and encourage their participation?

4.Do you feel that your teachers provide clear explanations and
instructions that help you understand the material better?

5.Do your teachers respond to mistakes or errors made by students

during class activities or assignments positively?

30
6.Is there any differences in your attitude toward learning when you
receive praise or encouragement from your teachers compared to
when you don't?

7. Do your teachers treat all students fairly without bias?

Communication

1. Do your teachers provide clear instructions and expectations on

assignments and assessment?

2. Do you feel that your teachers actively listen to students

questions and concerns during class?

3. Have you ever experienced misunderstandings with your

teachers due to poor communication and it affected your learning
experience?

4.Do you feel that your teachers effectively communicate the

relevance and importance of the material being taught to your
academic and personal goals?

5. Do you find it easy to engage in discussions or ask for help from

teachers during office hours?

Gender,age and grade level difference 1 2 3 4 5

1. Do you perceive any differences in the way male and female

teachers interact with students in the classroom?

31
2.How comfortable do you feel discussing academic concerns with
teachers of the opposite gender?

3. Have you experienced changes in your relationship with teachers

and your attitudes towards learning as you progressed from one
grade level to another?

4. Do you feel that teachers approach students differently according

to their grade levels?

5. Do you feel comfortable approaching older teachers for

academic assistance or advice compared to younger teachers?

1 2 3 4 5
Trust and support

1. Do you trust your teachers to provide guidance and support

when you face academic challenges?

2. Have you ever sought advice or assistance from a teacher outside

of regular class hours?

3.Do you feel comfortable sharing personal concerns or struggles

with your teachers?

4. Have you ever felt hesitant to approach a teacher for help or

support? If yes, what were the reasons?

5.Do you feel that your teachers genuinely care about your
academic success and personal well-being?

6.Have you noticed any differences in the level of support provided

by different teachers?

7.Have you ever experienced a time when the support and guidance
from a teacher positively impacted your academic performance or
attitude toward learning?

32
Sample 2.

Agree Disagree Strongly agree Strongly

disagree.

1.I have a positive relationship with my

teachers

2. Effective communication significantly

enhances teacher-student relationships

3. Trust between teachers and students

greatly influences my motivation to learn

4. Variations in teacher-student support

systems impact students' attitudes towards
learning

5. Positive teacher-student relationships

have long-term effects on academic
performance

33
6. My relationship with teachers is mostly
positive

7. Effective communication plays a

crucial role in shaping teacher-student
relationships

8. Trust between teachers and students is a

key factor in my motivation to engage in
learning

9. Variations in teacher-student support

systems significantly affect my
enthusiasm for learning

10. Positive teacher-student relationships

have long-lasting impacts on academic
performance

11. I feel respected and valued by my

teachers

12. Effective communication positively

influences my attitude towards learning

13. Trust between teachers and students

greatly motivates me to participate in
class

14. Variations in teacher-student support

systems significantly affect my overall
attitude towards school

15. Positive teacher-student relationships

have a lasting impact on my educational
aspirations

16. I feel comfortable discussing

academic concerns with my teachers

17. Effective communication fosters

mutual respect between teachers and
students

18. Trust between teachers and students

34
plays a significant role in my engagement
during class activities

19. Variations in teacher-student support

systems influence my willingness to seek
help when needed

20. Positive teacher-student relationships

positively impact my long-term academic
success

21. I feel supported and encouraged by

my teachers

22. Effective communication improves the

overall learning atmosphere in the
classroom

23. Trust between teachers and students

enhances my confidence in my academic
abilities

24. Variations in teacher-student support

systems affect my willingness to
participate in extracurricular activities

25. Positive teacher-student relationships

positively influence my overall well-being

26. I feel understood and supported by my

teachers

27. Effective communication builds a

sense of belongingness within the
classroom community

28. Trust between teachers and students

encourages me to take academic risks

29. Variations in teacher-student support

systems impact my willingness to engage
in collaborative learning activities

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30. Positive teacher-student relationships
contribute to a positive school culture

36