TEACHER-STUDENT RELATIONSHIPS AND STUDENTS’ LEARNING EXPERIENCES: A NARRATIVE INQUIRY

Abstract

Various studies are carried out on the teacher-student relationship, but my experience and the review of related literature observed the lack of research on its influence on the student’s learning experience. To address this gap, I carried out this study. Its main purpose was to explore how students have experienced their learning activities based on the teacher-student relationship. I used the paradigm of interpretivism, and narrative inquiry as a methodology of my study. Using lens of cognitive constructivist theory, social constructivist theory and attachment theory, I explored the stories of six participants (students) from different schools in Palpa district. They shared their learning experiences based on the teacher-student relationship. Also, I explored whether or not this relationship is supportive to develop their curiosity and passion for the student learning. The study found that the teacher-student relationship has multilayer dimensions to deal with. Treating every student with friendly behavior, loving and caring is positive side of student learning. Accepting and respecting the values of students’ voices based on the practical knowledge in and from their daily life is a strong and organic way for students to learn. In this study, the relationship between the teachers and the students was a process of valuing the student’s dignity in aligning with their learning and academic performance. When students feel loved, cared for, secured, and empowered by their teachers, they are positive to their teachers. They begin to present themselves as being competent enough to increase their learning and academic performance. In this study, loving and caring, responsibility, empowerment, and motivation were explored as the qualities to increase the students learning whereas humiliation, irresponsibility, misbehavior, and punishment were explored as the characteristics contributing to decreasing the students learning and their academic performance. This study carries deep value on students learning. It sheds light on the existing phenomena of teacher-student relationships and practices in public schools to increase the students learning. Also, this study illustrates how the relationship motivates the students to increase their learning interest and enhance their academic performance.