Teacher-Student Relationship and Motivation to Learn for Female Students from Grades (5-11) in the Sultanate of Oman

Abstract

The purpose of the study was to measure the relationship between teacher-student relationship and students’ motivation to learn among grade (5, 6, 10 & 11) students in south Batinah Governorate in the Sultanate of Oman. The study also aimed to identify possible grade differences in the teacher-student relationships and its’ dimensions (academic & social-personal relation) and grade differences in students motivation to learn. The researchers administered the Teacher-Student Relationship Scale and the Motivation to Learn Scale for a sample of (639) female school students. The results showed that there were significant grade differences on the levels of teacher-student relationships and its dimensions and significant grade differences on students’ motivation to learn, favoring lower grades. In addition, there were statistically significant correlations between the two dimensions of teacher-student relationships and students’ motivation to learn. Using multiple regression analyses, the model containing the two dimensions of the teacher-student relationship explained 37% of variance in the students’ motivation to learn. Finally, this study recommends running experimental studies to measure the effects of specialized training courses on shaping positive teacher-student relationships. Training courses are also needed to change educational supervisors’ perspectives to focus on both teachers’ academic and social competences that affect students’ learning.