Abstract:
The study investigated effect of teacher-pupil relationships on pupils’ behavior in public primary schools in Langata sub-county. Three teacher-pupil relationships: closeness, conflict and dependence, were interrogated. A 28-items questionnaire was administered to 73 teachers. Significant differences in mean scores of teachers’ perceptions were found for “closeness” and “conflict” relationships, and no significant difference was found for “dependence” relationships. Moderate and negative closeness relationships were observed when teachers rated “good” pupils and “bad” pupils respectively; negative and moderate conflict relationship for “good’ and “bad” pupils respectively; and moderate dependence for both “good” and “bad” pupils respectively. The study established that teachers’ perceptions differ on aspects of closeness and conflict relationships but converge on aspect of dependence relationships. As such, there is need to encourage teachers to foster positive teacher-pupil relationships, reduce their conflicting relationships with pupils and mold the
pupils to acquire independence in future. Future studies should explore variables such as teachers’ gender, age, and teaching experience to capture the richness of teacher-student relationships within the classroom environment. Finally, the study calls for a more comprehensive study encompassing other variables be conducted in order to fully interrogate the causal factors pupils’ behavioral development.
