[ De l’engagement scolaire à la réussite éducative des élèves du cours moyen deuxième année: Regards sur l’interaction appropriée enseignant/élève ]
Volume 53, Issue 1, February 2021, Pages 61–70
Kouadio Kouamé Armel1 and Agossou Kouakou Mathias2
1 Docteur en Sciences de l’Education, Institut National Supérieur des Arts et de l’Action Culturelle (INSAAC), Côte d’Ivoire
2 Docteur en Sciences de l’Education, Université de Man, Côte d’Ivoire
Original language: French
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study is dedicated to exploring the role played by the appropriate teacher-student relationship in determining the academic commitment and educational success of students in the second year of middle school. The quantitative approach coupled with a qualitative component for a better understanding of the phenomenon was favored. A sample of 360 students from the middle year two classes participated in the study. The results highlight the predominant role of the teacher in the students' academic commitment, as much by his interpersonal skills as by his know-how towards the pupils. In essence, the analyzes clearly establish that the more the pupil perceives his friendly and warm teacher, the higher his perception of academic competence, thus greatly promoting his academic commitment. Conversely, the more the pupil perceives his teacher to be less affable and warm, the more he perceives himself to be less competent and has a low commitment in school terms. Various intervention measures to help teachers offer quality professional services such as in-service training based on their verbal and non-verbal skills are proposed in order to promote the appropriate teacher-student relationship.
Author Keywords: School perseverance, academic performance, students, affable relationship, primary school.
Volume 53, Issue 1, February 2021, Pages 61–70
Kouadio Kouamé Armel1 and Agossou Kouakou Mathias2
1 Docteur en Sciences de l’Education, Institut National Supérieur des Arts et de l’Action Culturelle (INSAAC), Côte d’Ivoire
2 Docteur en Sciences de l’Education, Université de Man, Côte d’Ivoire
Original language: French
Copyright © 2021 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study is dedicated to exploring the role played by the appropriate teacher-student relationship in determining the academic commitment and educational success of students in the second year of middle school. The quantitative approach coupled with a qualitative component for a better understanding of the phenomenon was favored. A sample of 360 students from the middle year two classes participated in the study. The results highlight the predominant role of the teacher in the students' academic commitment, as much by his interpersonal skills as by his know-how towards the pupils. In essence, the analyzes clearly establish that the more the pupil perceives his friendly and warm teacher, the higher his perception of academic competence, thus greatly promoting his academic commitment. Conversely, the more the pupil perceives his teacher to be less affable and warm, the more he perceives himself to be less competent and has a low commitment in school terms. Various intervention measures to help teachers offer quality professional services such as in-service training based on their verbal and non-verbal skills are proposed in order to promote the appropriate teacher-student relationship.
Author Keywords: School perseverance, academic performance, students, affable relationship, primary school.
Abstract: (french)
Cette étude se consacre à l’exploration du rôle que joue la relation appropriée enseignant-élève dans la détermination de l’engagement scolaire et de la réussite éducative des élèves du cours moyen deuxième année. L’approche quantitative doublée d’un volet qualitatif pour une meilleure compréhension du phénomène a été privilégiée. Un échantillon de 360 élèves des classes du cours moyen deuxième année ont participé à l’étude. Les résultats mettent en évidence le rôle prépondérant de l’enseignant dans l’engagement scolaire des élèves autant par son savoir-être que par son savoir-faire envers les élèves. Essentiellement, les analyses établissent clairement que plus l’élève perçoit son enseignant affable et chaleureux, plus sa perception de compétence scolaire est élevée favorisant ainsi grandement son engagement scolaire. A l’inverse, plus l’élève perçoit son enseignant moins affable et chaleureux, plus il se perçoit moins compétent et a un faible engagement sur le plan scolaire. Diverses mesures d’intervention pour aider les enseignants à offrir des services professionnels de qualités telles que la formation continue basée sur leur savoir-être verbal et non verbal sont proposées dans le but de favoriser la relation appropriée enseignant-élève.
Author Keywords: Persévérance scolaire, rendement académique, élèves, relation affable, école primaire.
How to Cite this Article
Kouadio Kouamé Armel and Agossou Kouakou Mathias, “From academic engagement to the educational success of students in the second year junior high school: Insights into the appropriate teacher/student interaction,” International Journal of Innovation and Scientific Research, vol. 53, no. 1, pp. 61–70, February 2021.
