Teacher-Learner Relationships and the Effect on Student Learning at Secondary Schools in the Khomas Region, Namibia

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 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. This study 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 were chosen by using purposive sampling techniques based on specified criteria and thematic content analysis was used to analyses qualitative data. The study findings revealed that the majority of teachers and learners have common understanding and shared same sentiments that a positive teacher-learner relationship 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 relationship 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. It also emerged that teachers have positive or negative influence on student’s learning, depending on how they interact with learners in the school environment. The study further recommended 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.