Teachers Caring Relationship With Their Students The Case Of Three Government Primary Schools In Addis Ababa

Teaching-learning process is a social activity which requires caring relationship for thernrealization of students’ learning. The purpose of this study was to explore the state of teachers’rncaring relationship with their students in three government primary schools of Addis Ababa.rnFrom this perspective teacher-student interactions, in and out of classrooms, were consideredrnand assessed. To this end the case schools were selected purposefully as research sites; andrnqualitative multi-case study design was employed. Similarly thirteen teachers, twelve students,rnthree principals and five parents were selected as participants and data sources. Data wererncollected using semi-structured and unstructured interviews; classroom and out of classroomrnobservations; document reading and informal conversations. Finally, the raw data werernsummarized and analyzed qualitatively in narrative and vignette forms based on participants’rnviews, theoretical framework of the study and my personal interpretations. Initially, it wasrnanalyzed case by case, and then followed by inter-case analysis. Mainly inductive qualitativerncontent analysis method was used. Both the manifested and latent contents were analyzed. Byrnreferring the definitions and interpretations of caring relationship; and ‘said’ and actualrnobserved practices of teacher-student interactions four themes were suggested; teachers’rninconsistent conceptions of caring relationships, mismatch between said and observed practices;rnteacher centered instruction challenges caring relationship, and teachers’ concerns about selfrnand tasks provide little space for caring relationship. Thereby conclusion was drawn; the state ofrnteachers’ caring relationship with their students was observed at lower level. Instead rule andrnprinciple based non-caring interactions were highly manifested in the teachers’ practices; andrnthe authenticity of being a teacher and students’ learning were questioned. Lastly, it wasrnimplicated that further investigations about teacher-student caring relationship and teaching andrnlearning processes are needed at the same level in primary education and other areas such as inrnteacher education colleges and the education system of Ethiopia as a whole for the realization ofrnstudents’ learning and the benefit of human kind

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