Role of Teacher-Student Relationship in Classroom Management

Abstract

This study investigated the role of teacher-student relationships in classroom management in public secondary schools of District Bannu, Khyber Pakhtunkhwa, Pakistan. The objectives were to know about the perceptions of male and female teachers separately regarding this role. A quantitative descriptive research design was employed. The population comprised 1,200 secondary school teachers (650 male, 550 female) across 60 public schools. Using stratified random sampling, a sample of 240 teachers (130 male, 110 female) was selected. A five-point Likert scale questionnaire was used for data collection. Data were analyzed using percentages, means, and standard deviations, and an independent samples t-test. Male teachers demonstrated significantly more positive perceptions of TSR’s role in classroom management (mean = 4.08, SD = 1.01; 73.1% agreement) compared to female teachers (mean = 3.31, SD = 1.14; 40.9% agreement), with female teachers showing higher neutrality (36.4%) and greater variability. The t-test revealed a statistically significant difference (t = 5.547, df = 238, p = 0.0007 < 0.05), leading to rejection of the null hypothesis. The study concludes that male teachers hold significantly stronger and more positive perceptions than female teachers regarding the importance of teacher-student relationships for effective classroom management in District Bannu, underscoring the need for context-sensitive, gender-aware professional development programs in resource-constrained, post-conflict educational settings.

Keywords: Teacher-student relationship, classroom management, gender differences, post-conflict education, District Bannu, multi-grade teaching.

https://doi.org/10.5281/zenodo.19897165