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General ethos of the school:
The organizational climate of the school determines whether the teacher will develop formal or informal relations with pupils. Some schools allow free interaction of teachers and students in and outside the classroom. However, others, particularly girl schools; prohibit out-of-class student-teacher communication, particularly if the teacher is a young male. Based on school ethos, some students may regard teachers as people they can easily approach and discuss academic issues with or people they should be aloof from and avoid as much as possible. This may affect academic work.
Age:
Teacher-pupil relationship is also influenced by the age of the teacher. In some schools, older teachers are treated like grandparents. Students may hardly complain even when they know that proper teaching is not taking place. They may also prefer these teachers as some rarely give assignments. On the other hand, students may not take instructions from younger teachers with the seriousness the instructions deserve. Some consider such teachers as their elder siblings or age mates. This may lead to prolonged and u necessary discussions during lessons and sub-sequent failure to cover, the course work adequately in addition, students may befriend their teachers. This can cause class rivalry and culminate in violence, thereby disrupting class cohesion and academic work. In Kenya, there have been cases of female teachers marrying their students and vice versa.
Gender:
Pupils relate to their teachers in terms of the gender roles they have been learning in the socialization process. Teachers too may portray gender stereotyping in their relationships with students. In some schools, female teachers avoid disciplining male students„ especially following initiation/circumcision. If male students know this, they can be very unruly. On the other hand, female students may find it difficult to challenge male teachers even if they don't agree with concepts taught. They may also find it difficult to raise their hands in class or rook directly at a male teacher since tradition has instilled in there the idea that good women do not stare directly at men. This may undermine academic performance.
Personality and Appearance:
This has an influence in the development of teacher-pupil relationship. Gwarinda (1993) says that a good teacher should be enthusiastic and active; friendly but fair; knowledgeable and a good communicator; among other attributes.
francis1897 answered the question on August 22, 2022 at 05:13
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