Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Tawana, Philip Milinga
dc.date.accessioned 2020-08-17T07:41:37Z
dc.date.available 2020-08-17T07:41:37Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/11070/2780
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Leadership, Management and Policy Studies) en_US
dc.description.abstract Given the limitations of almost no research information in Namibia and Khomas region about teacher-learner relationships and its effect on student learning in secondary schools. This research study aimed at exploring and investigating factors affecting teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas Education region of Namibia. In particular the research study addressed research questions posed in chapter one in this study. This research study is informed and applied qualitative research approach/method and employed explanatory case study design within attachment theoretical framework. In-depth interviews, focus group discussions and classroom observations were used to collect the data. The study population consisted of 30 respondents (10 subject teachers and 20 grade 12 learners) from two selected secondary schools, and it was chosen by using purposive sampling techniques based on specified criteria and thematic content analysis was used to analyse qualitative data. The study findings revealed that the majority of teachers and learners have common understanding and shared same sentiments that positive teacher-learner relationships can only develop in a conducive learning environment, and motivation, communication skills are among central key factors that enhance student’s learning in the secondary school. It also emerged that few learners argued having developed a negative relationships due to teachers’ personal attitudes in the classroom learning. Findings of the study indicated that teachers’ behaviours and level of education were vital factors affecting quality of teacher-learner relationships while the major factors were lack of physical resources and ill-disciplined learners. The study further reported that few teachers were failing to manage their classroom interactions due to lack of classroom management strategies and ignorant to implement school rules and ministerial educational policies. It also emerged that teachers have positive or negative influence on student’s learning, depending on how the interact with learners in the school environment. The study also found that employing learner-centred teaching approach/strategies could help to improve teacher-learner relationships and effective student learning in secondary schools. The research study further recommends that teachers should cultivate and build quite enabling and conducive learning atmosphere for effective teaching and learning. Thus, this improves the student academic learning in the school learning environment. Further, the study recommended that teachers must reinforce school rules and regulations and be an example to learners in the classroom learning situations, and apply learner-centred teaching strategy that calls for learners’ full participation in the classroom lessons. The Ministry of Education, Arts and Culture should provide further extensive training to teachers regarding policies, directives and public service acts that informs and guides on teacher-learner relationships in schools. It is also critical to ensure that enough physical resources are availed in order to establish schools for enhancing students’ academic learning. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Student learning en_US
dc.title Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region en_US
dc.type Thesis en_US

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