Presenting a Paradigmatic Model of Teacher-Student Caring Relationship of Elementary School

Document Type : Scholarly Article

Authors

1 PhD student in Educational Management, Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

2 Assistant Professor of the Department of Educational Sciences, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

3 Associate Professor of the Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

4 Professor of Educational Administration, Payame Noor University, Tehran, Iran.

Abstract

The aim of this study has been providing  a qualitative model of the teacher-student caring relationship in primary schools in Kermanshah. For this purpose, qualitative paradigm and grounded theory, and semi-structured and in-depth interviews with capable teachers with higher education degrees in different schools of Kermanshah in the academic year 1399-1400 have been used. The participants in this study up to the theoretical saturation stage were 15 people. Based on the results, the underlying factors of the teacher-student care relationship include extracurricular activities, strengthening teaching and learning capacities, teaching ability and mastery of professional skills, accepting and giving importance to students, modern thinking in teaching and learning, and individual characteristics of students. This type of communication strategy includes creating communication contexts, expanding communication capacities, an active learning environment, mutual recognition and understanding, critique and evaluation, team participation and cooperation, and positive emotional communication. Among the expected outcomes in the student-teacher care relationship are strengthening relationships and growth, creativity and health, acceptance and growth of skills, creating a safe and effective learning environment, and ultimately responsibility and support in both groups of teachers and students. Weak infrastructure and resources, emotional and psychological problems, personal and cultural problems, and barriers related to teachers, are also among the factors that can disrupt the care relationship and prevent the formation of this type of relationship in schools. Integrating the identified categories based on the relationships between them and in the framework of this paradigmatic model can be a valuable and effective model for improving the levels of teacher-student communication in schools.

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References

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Islamic Perspective on Educational Science
Volume 10, Issue 18
April 2022
Pages 201-229

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