ARTICLE

THE IMPACT OF TEACHERSTUDENT RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT AT THE UNDERGRADUATE LEVEL

  1. HOME
  2. ARTICLE

15 Pages : 145-154

http://dx.doi.org/10.31703/gssr.2024(IX-IV).15      10.31703/gssr.2024(IX-IV).15      Published : Dec 2024

The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level

Abstract

    The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

    (1) Hania Amir
    Undergraduate, Department of English, University of Layyah, Punjab, Pakistan. ORCID:(https://orcid.org/0009-0006-9799-0646)
    (2) Abdul Rehman
    M.Phil, Department of. English Literature, Department of English, Islamia University of Bahawalpur, Punjab Pakistan.
    (3) Muhammad Basit Javed
    Undergraduate, Department of English, Muhammad Ali Institute of Science and Technology Layyah, Punjab, Pakistan.
Fulltext PDF

References

  • Anthony, D., Kazaara, A. G., & Kazaara, A. I. (2023). Performance in English subject in secondary.

  • Lock, R. H., & Babkie, A. M. (2006). Be proactive in managing classroom behavior. Intervention in School and Clinic, 41(3), 184–187. https://doi.org/10.1177/10534512060410031001
  • Geiger, B. (2000). Discipline in K through 8th grade classrooms. Education, 121, 383–393.
  • George, H. P., Harrower, J. K., & Knoster, T. (2003). School-Wide Prevention and Early Intervention: A process for establishing a system of School-Wide behavior support. Preventing School Failure Alternative Education for Children and Youth, 47(4), 170–176. https://doi.org/10.1080/10459880309603363

  • Godfrey, W., Silvia, N., Kazaara, A. G., Nelson, K., Christopher, F., Deus, T., Micheal, T., & Catherine, M. (2023). The effect of teachers' instructional methods on the learners' academic performance in mathematics subject in secondary schools: A case study of Buwesswa Secondary School in Manafwa District. ResearchGate. https://www.researchgate.net/publication/371731196_The_Effect_Of_Teacher's_Instructional_Methods_On_The_Learners_Academic_Performance_In_Ma

  • Levine, D. A. (2006). Building classroom communities: Strategies for developing a culture of caring. National Education Service. https://www.researchgate.net/publication/234563001_Building_Classroom_Communities_Strategies_for_Developing_a_Culture_of_Caring
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management that Works: Research-based Strategies for Every Teacher. ASCD.
  • McArthur, J. R. (2002). The why, what, and how of teaching children social skills. The Social Studies, 93(4), 183–185. https://doi.org/10.1080/00377990209599907
  • McCloud, S.E. (2005). From Chaos to Consistency. Educational Leadership, 62, 46-49.
  • Milly, N., Ngumenawe, M., & Metropolitan University. (2024). Teacher-student relationships and its impact on student outcomes: A case study of Kikandwa Secondary School, Kassanda District. ResearchGate. https://www.researchgate.net/publication/379248364_Teacher-Student_Relationships_And_Its_Impact_On_Student_Out_Comes_A_Case_Study_Of_Kikandwa_Secondary_School_Kassanda_District
  • Tidwell, A., Flannery, K. B., & Lewis-Palmer, T. (2003). A description of Elementary classroom discipline referral patterns. Preventing School Failure Alternative Education for Children and Youth, 48(1), 18–26. https://doi.org/10.1080/1045988x.2003.10871075

Cite this article

APA

    APA : Amir, H., Rehman, A., & Javed, M. B. (2024). The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level. Global Social Sciences Review, IX(IV), 145-154. https://doi.org/10.31703/gssr.2024(IX-IV).15

CHICAGO

    CHICAGO : Amir, Hania, Abdul Rehman, and Muhammad Basit Javed. 2024. "The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level." Global Social Sciences Review, IX (IV): 145-154 doi: 10.31703/gssr.2024(IX-IV).15

HARVARD

    HARVARD : AMIR, H., REHMAN, A. & JAVED, M. B. 2024. The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level. Global Social Sciences Review, IX, 145-154.

MHRA

    MHRA : Amir, Hania, Abdul Rehman, and Muhammad Basit Javed. 2024. "The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level." Global Social Sciences Review, IX: 145-154

MLA

    MLA : Amir, Hania, Abdul Rehman, and Muhammad Basit Javed. "The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level." Global Social Sciences Review, IX.IV (2024): 145-154 Print.

OXFORD

    OXFORD : Amir, Hania, Rehman, Abdul, and Javed, Muhammad Basit (2024), "The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level", Global Social Sciences Review, IX (IV), 145-154

TURABIAN

    TURABIAN : Amir, Hania, Abdul Rehman, and Muhammad Basit Javed. "The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level." Global Social Sciences Review IX, no. IV (2024): 145-154. https://doi.org/10.31703/gssr.2024(IX-IV).15