Student-Teacher Relationship Dynamics in the Post-Pandemic Era

Strategic Insights -

Researchers at De La Salle University explored the changes in the student-teacher relationship following the pandemic, specifically examining the perceptions of 1,449 Grade 11 and 12 students on their teachers' accompaniment in Christian Living and Values Education. Using the phenomenological approach and the Teacher Accompaniment Scale (TAS), the study aimed to understand the dynamics of teacher support in the post-pandemic setting.

Key Takeaways:

  • The study involved 1,449 Grade 11 and 12 students from De La Salle University Senior High School, with a focus on their perceptions of their teachers' accompaniment in Christian Living and Values Education.
  • The researchers applied the phenomenological approach and the Teacher Accompaniment Scale (TAS), a tool developed by Baring et al. (2020), to measure the quality of support in four dimensions: emotional, informational, instrumental, and appraisal.
  • The study found a positive correlation across all strands/tracks, suggesting that teacher accompaniment experiences and ways of accompaniment have a positive impact on students.
  • The study suggested possible interventions in the dimensions that need improvement, offering insights into the dynamics of the student-teacher relationship in the post-pandemic era.
  • The research highlighted the importance of teacher support in student outcomes, especially in the context of the pandemic.
  • The study used the Jamovi software to generate descriptive results, which showcased the positive correlation across all strands/tracks.
  • The study's findings have implications for education and research in the Philippines and Southeast Asia, emphasizing the need for further research on teacher accompaniment and its impact on student outcomes.

Statistics:

  • 1,449 students participated in the study, representing Grade 11 and 12 students from De La Salle University Senior High School.
  • The study examined the dimensions of teacher accompaniment provided by Baring et al. (2020): emotional, informational, instrumental, and appraisal.
  • The study found a positive correlation across all strands/tracks, indicating a strong relationship between teacher accompaniment and student outcomes.
  • The study's results have implications for education policy and research in the Philippines and Southeast Asia.
  • The study used the Jamovi software to generate descriptive results, which showed a positive correlation across all strands/tracks.

Sources:

  • Baring, et al. (2020)
  • Hitik, 2024, v1, i1
  • De La Salle University
  • Religious Educators Association of the Philippines (REAP), Inc.