International Journal of Advance Research, Ideas and Innovations in Technology
ISSN: 2454-132X
Impact Factor: 6.078
(Volume 7, Issue 3 - V7I3-1294)
Available online at: https://www.ijariit.com
Teacher and student relationship for student’s career choice
Sreedevi Nagireddy
sreebujjii@gmail.com
Sri Satya Sai University of Technology and Medical Sciences,
Pachama, Madhya Pradesh
ABSTRACT
The relationship between teacher and student plays a key role in laying a clear and congruent path for a student in choosing
their career. Teacher understand each of the student o the maximum extent and the influence of teacher have an impact on
the career choice of students. The observation of teacher about students’ behavior and attitude helps the teacher to guide the
students for their career choice.
Keywords⸻ Leadership, Teacher, Student
1. INTRODUCTION
Today in this globalization era the need for skilled labor is increasing day by day with a rapid pace. The role of teacher is
increasing to nurture the students to produce them as skilled people to meet the needs of the corporate world. In this process the
impact of teachers on students is very crucial in influencing them for their career planning and enhancement.
All the educational institutions like schools, colleges and universities are establishing the standards for teachers and student’s
academic achievement while pursuing their courses and transmitting them as a skilled labor force. The teacher guides the students
in choosing the course selection and helping them in the course completion and further courses to pursue for better prospects for
their career development (Hoffman & Philip, 2009).
In educational institutions there are many factors that affect the student learning process. Teachers make a difference in
overcoming those factors. The influence of teachers on academic progress like heterogeneity or homogenous classrooms has an
effect on producing effects on student learning. (Wright, et, al.1997)
The size of the class, student achievement level, special interest of students, intentional grouping of students and interaction of
students with teachers are the factors that influence teachers and students for the academic growth (Hoffman & Philip, 2009).
The attitude of the student is that they want to have a teacher who would listen to them and give a chance to speak and express
their ideas and validated. Listening to students affects their learning. When they are given a chance to speak, they become
proactive and they feel that they are important and they feel good about themselves. (Alison, e.t al,2009)
When students are engaged in their own learning results are in high grades. Initially students should feel that teachers are involved
with them and students feel that they take care about them and major prospective is that students should feel that they can take
important decisions by themselves. Students with caring and supportive relationship tend to have high academic growth. (Adena,
et, al. 2004)
2. LITERATURE REVIEW
This study was aimed to investigate the relationship between teacher leadership style and student’s role clarity and class
satisfaction. In the review of related literature, the concept of leadership, leadership theories and different aspects of teacher
leadership would be discussed. Fullan, (1998) says, “Leadership is an essential element of parish life, which calls forth gifts of
visioning, planning, empowering, and evaluating for the service of the community.”
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International Journal of Advance Research, Ideas and Innovations in Technology
A leader is one who conducts, precedes as a guide to others in action or opinion, one who takes the lead in any enterprise or
movement, one who is ‘followed’ by disciples or adherents, the most eminent member of a profession, a person of eminent
position and Influence, the first person in a file, one in the front rank. "Can the blind lead the blind? Shall they not both fall into
the ditch?
2.1 Concept of Leadership
Clark, (1997) says leadership is a process by which a person influences other to accomplish an objective and directs the
organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership
attributes, such as beliefs, values, ethics, character, knowledge, and skills. Although your position as a manager, supervisor, lead,
etc. gives you the authority to accomplish certain tasks and objectives in the organization, this power does not make you a leader;
it simply makes you the boss.
• A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an
ordinary person. This is the Great Events Theory.
• People can choose to become leaders. People can learn leadership skills. This is the Transformational Leadership Theory. It is
the most widely accepted theory today.
2.2 Teacher Leadership Attributes
Good and Brophy (1995) have identified some general attributes of teachers that contribute to their success in socializing students.
These attributes include: Social attractiveness, based on a cheerful disposition, friendliness, emotional maturity, sincerity, and
other qualities that indicate good mental health and personal adjustment, exhibited in self-confidence that allows teachers to be
calm in a crisis, listen actively without being defensive, avoid win-lose conflicts, and maintain a problem-solving orientation.
Clarity about teacher’s role and comfort in playing them, which enables teachers to explain coherently to students what they
expect. Patience and determination in working with students who persist in testing limits. Acceptance of individual, though not
necessarily of all of his or her behavior, and making this attitude clear to students and the ability to state and act on firm but
flexible limits. Based on clear expectations, keeping rules to a minimum and liberalizing them, students become more independent
and responsible over time. Developing these personal qualities and using research-based principles for managing the classroom
will set the stage for student socialization and will go a long way toward minimizing the need for disciplinary interventions.
2.3 Teacher Leadership and Students Motivation
According to Katzenmeyer, (1996) here is a few other steps school leaders can take to improve student motivation at the school
level. Analyze the ways that motivation operates in your own life and develop a clear way of communicating it to teachers and
students. Seek ways to demonstrate how motivation plays an important role in no educational settings, such as in sports and in the
workplace. Show students that success is important. Recognize the variety of ways that students can succeed. Reward success in
all its forms.
2.4 Develop or participate in in-service programs that focus on motivation.
Involve parents in discussing the issue of motivation and give them guidance in fostering it in their children. Demonstrate through
your own actions that learning is a lifelong process that can be pleasurable for its own sake.
2.5 Teacher Influence on student’s satisfaction
Students who feel empowered tend to have higher level of satisfaction. As Maehr, Midgley, and Urdan (1993) state, "People are
more personally invested in their work with an organization when (1) they have a voice in what happens to them; and (2) their
work has meaning and significance in contributing to a higher purpose or goal." By treating students in ways that empower them,
such as involving them in class decisions & policies and practices and acknowledging their expertise, teachers can help sustain
student’s satisfaction. Teachers can also strengthen student by actively standing behind them.
Competent teachers serve as guardians of students' instructional time, "assist them with discipline matters. Although teachers can
take steps individually to preserve class satisfaction and morale, students must also be nurtured, supported, and valued by the
broader school community. When students are provided with what they need to remain inspired and Enthusiastic in the classroom,
they will be the beneficiaries.
2.6 Teacher quality and student achievement:
Philip says that the quality of the teacher is the most important determinant for student’s academic achievement. The effects of
teacher quality and its measurement is an extensive. Instructor quality is measured by objective, subjective, and value added
measures. Students have some fixed effects. The instructors perceived effectiveness and related subjective measures of quality
evaluated by students.
3. DISCUSSION
The relationship between a teacher and students helps in building a strong bonding relation among them which helps in creating a
mutual understanding among them. By understanding the students, teachers asses the qualities, traits, attitudes, talents and
interests and they start evaluating the students in all parameters and try to mould the students in the areas where they are lacking
and give strong support to rectify and develop the students which help in laying a career path for the students. The evaluation of
the teacher on a student helps the student to indentify his/her potential skills and the platform that he could excel in. The lacking
areas identified by a teacher helps a student in focusing on that aspect and he can know the further requirements by him to excel in
the platform that he chooses.
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International Journal of Advance Research, Ideas and Innovations in Technology
Teacher acts as leader by giving chance to students to speak in the classroom and allows him to express his ideas and views so that
the environment is clear. While teaching the students, teachers also learn new things and they organize the ideas of students and
conceptualize those ideas and find new ways, approaches to deal the students and how to make students get adapted to various
situations, circumstances and prepare them to face the challenges and risk they come across while they choose their career.
Teachers forecast the common risks that the students come across while they choose their career path. They try remove the
confusion in them and doubts they have and give them a clear vision in opting a right and bright career for them.
4. CONCLUSION
The relationship between the teacher’s leadership style and the student’s satisfaction level plays a major role in the student’s
career choice. It will contribute the existing knowledge. It addresses how teacher leads the whole teaching learning process and
what were the effects of leadership styles, which he or she used. Several studies had been done in the area of student’s satisfaction
but the study was especially proposed to find out the relationship between teacher leadership styles and student’s satisfaction so
that teachers could better know the requirement that satisfies the students’ career needs.
If teachers keep in view the students’ needs and requirements, they become much satisfied and if teachers help students in their
work, they become confident and clear about roles. They actively participate in classroom activities. As students and teachers are
essential elements of this process so its success depends upon their healthy relationship. Teacher acts as a leader in classroom, a
good teacher is the one who make sound and timely decision, technically proficient, keep students informed, develop a sense of
responsibility in students, set examples, know the psyche of the students and look for the well- being.
5. REFERENCES
[1] Argyris, C., & Schön, D. (1996). Organizational learning II: Theory, method, and practice. Reading, MA:Addison-Wesley.
[2] Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership
Quarterly, 10, 181–217.
[3] Burns, J. M. (1978). Leadership. New York: Harper & Row.
[4] Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional
communities. Educational Evaluation and Policy Analysis, 23, 145–170.
[5] Darling-Hammond, L., & McLaughlin, M. W. (1995).Policies that support professional development in an era of reform. Phi
Delta Kappan, 76, 597–604.
[6] Deal, T. E., & Peterson, K. D. (1994). The leadership paradox: Balancing logic and artistry in schools. San Francisco: Jossey-
Bass.
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