COURSE: MBA -Decision Making Tools
LECTURER: Human Relations in schools
Interpretation and Discussion of the results
Table 1: How many of your teachers you consider as good educators
There were 204 questionnaires given and 198 pupils answered the question “How many of your teachers you consider as good educators?”. A percentage of 2.9, meaning 6 pupils, decided not to answer this specific question. From the pupils answering the question, 35.8% believe that “some’’ teachers can be considered good educators while 15.7% stated “few” and “none”. A percentage of 45.5 of the respondents (93 respondents) stated that “a lot” and “almost all” of their teachers they consider as being good educators. Looking at the results, we can see that pupils do not really believe that their teachers are good educators, as on average, pupils believe that ‘’some’’ and ‘’ a lot’’ of their teachers are good educators since the mean is 3.40. An explanation might be their teen-age and the fact that there is a tendency in criticism at this stage and seriousness imposed by teachers can be misunderstood by pupils. The conclusions of Shavelson (2007), after studies on the reaction of adolescents on teachers “teaching styles” were that they tend to compare teachers with their parents’ behaviour and as parents become more flexible with their children, teachers’ seriousness is seen by most pupils with negativity. Teachers may see with interest such findings and try to explain and prove at their best ability to the pupils the exact reasons seriousness and respect are important tools in education. Also, teachers should understand the need to be closer and freely express and show their support and care for their pupils. Children need to know that they can count on teachers and teachers should prove this with no disappointment. The findings of the research are alarming and if no action is taken, pupils will see teachers as outsiders and a feeling of fear for teachers could be cultivated in the near future. Ministry of Education should initiate especially tailored programmes where psychologists, sociologists, statisticians, schools administration, teachers themselves, could participate into finding ways in establishing and keeping good relationships with pupils. If immediate actions would be taken, new generations could benefit from better education, assimilating knowledge in a friendlier approach, expressing freely their beliefs, aspirations and becoming what they truly desire with ethics and mutual respect.
Table 2: Do you believe that teachers discriminate between low and high achievers?
There were 204 questionnaires given to respondents, 200 pupils answered the question “Do you believe that teachers discriminate between low and high achievers?”. A percentage of 2, meaning 4 pupils, decided not to answer this specific question. From the pupils answering the question, 38.2% and less believe that teachers discriminate between low and high achievers “sometimes”, “few times” while only 18.1% stated “never”. 41.7% of the respondents stated that “almost always” and “several times” teachers discriminate between low and high achievers. Looking at the results, with a mean value of 3.06 which corresponds to ‘’sometimes’’, we can see that pupils have the feeling that teachers are discriminating between low and high...
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