A description of experiences of the influence of teacher-learner relationship on the psychological well-being of grade seven learners in Urban Bulawayo, Zimbabwe

Abstract

The research study explored the influence of teacher-learner relationships on the psychological well-being of Grade seven learners in urban Bulawayo. The literature review conducted revealed that teacher-learner relationships affect learners’ psychological well-being. It emerged that the existing conditions of primary schools put high demand on both teachers and learners. Of concern was the state of classrooms regarding promotion of conducive teacher-learner relationships and the fulfilment of psychological well-being of learners. Ryff's psychological well-being and Maslow's hierarchy of needs models provided the study's theoretical framework. The study adopted an interpretive paradigm, qualitative research methods and a descriptive case study design. Purposive sampling techniques were employed in the study. Three schools were selected as case sites. Fifteen Grade seven learners and 12 teacher participants provided the research data, because they were viewed as most relevant to the research aims and objectives. Data collection tools comprised of individual semi-structured interviews, the Inclusion of the Other in the Self (IOS) scale, informal observations, and a personal research journal. Research results that were organised thematically indicated that learner psychological well-being was experienced as being supported by positive interpersonal relationships between teachers and learners. Research findings highlighted that a supportive and positive teacher-learner relationship was associated with learner adaptive behaviour, high motivation to learn, achievement of school and personal goals, and high prospects of learners experiencing high school satisfaction and self-actualisation. To the contrary, learners who encountered cold teacher-learner relationships experienced pressure to behave and perform well in class, low self-esteem and loneliness. Teachers with compromised relationships with learners served as poor role models and were subsequently sources of insecurity for learners. The study’s findings pointed to the need for the school curriculum to be adapted. This is to rope in psychological well-being studies in urban Bulawayo primary schools in line with the heritage-based curriculum philosophy. In addition, the study concluded that teachers should recognise their role in fostering positive relationships with learners to facilitate the realisation of positive learner psychological well-being in the classroom. Possible research in the future should strive to shed light on strategies that cement conditions that influence the psychological well-being of Grade seven learners in urban Bulawayo, Zimbabwe.