Doctoral Student in Education, Sophia University, Japan
Lecturer, Department of Public Administration, Begum Rokeya University, Rangpur, India
The connection between the teacher-student relationships and academic achievement has been addressed in many studies, but the topic in the context of South Asia, in particular, Bangladesh, has not been explored sufficiently. Theories regarding interpersonal relationships have informed us that a healthy relationship between teacher and student enables students to feel safe and secure in their academic environments. Positive student-teacher relationships have the potential to enhance academic skills.
The purpose of this paper is to theoretically explore the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh. This country has not previously been the focus of studies on the Student-Teacher Relationship (STR) and student academic achievement; therefore, this focus will be pursued here using two major theories. The paper will first discuss the role of culture in terms of classroom settings through the application of Hofstede’s theory. This theory highlights the four dimensions of cultural differences that play a role in the relationship between teachers and students (power distance, femininity/masculinity, collectivism/ individualism, and uncertainty avoidance). The paper will then use Attachment theory to explain how the quality of STR can enhance and support the academic performance of the student through good management of the classroom, healthy peer relationships and school adaptation of the students. These two theories help us understand and assess the types of STR conducive to students’ improved academic achievement. These two theories also play a fundamental role in guiding teachers on the best ways of maintaining healthy relationships with their students in order to improve their performance.
The Hofstede theory guides us in understanding the values as well as the behavior of the society in Bangladesh. Analysis of values and behaviors of the society in which the schools are built or founded is important as society shapes the children (the students) who attend these schools. It also helps in analyzing how the adult people relate to their minors which would be a reflection of what is translated to class by the students and teachers in Bangladesh schools. In the meantime, the emotional part is also important in evaluating the relationship between the student and teachers which can be analyzed using the attachment theory. This theory helps us analyze the emotional part and closeness between a person being taken care of (student) and the caretaker (teacher). This simply implies that if the emotional attachment between the caretaker and the person being taken care of, then the relationship between the two is very strong and positive. Therefore, in this case, if the students have strong emotional attachments towards the teachers then they will have a strong relationship that could be healthy in promoting learning in Bangladesh.
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