The achievement of success in education depends on the level of warmness and supportive relationships the teachers create with and among the pupils. When there is a positive relationship between the teachers and the pupils, the expected quality learning outcomes on the part of the child will be possible, while the teacher will have job satisfaction. In other words, the quality of learning outcomes the child receives is dependent on the nature of teacher pupil relationships the teacher established. This is the challenge that faced this study which investigated how to enhance positive teacher-pupil relationships for quality learning outcomes in primary schools. The study used a descriptive survey research design. The sample population of the study comprised of 20 public primary schools and 20 teachers randomly selected. Questionnaire which was used for the collection of data was structured on a four points rating scale of strongly Agree, Agree, Disagree and strongly disagree and was validated by2 experts in department of early childhood and primary education and department of educational foundations both of Nnamdi Azikiwe University Awka. One research question guided the study. The findings of the study showed that teachers accepted that for positive teacher pupil relationships to be enhanced in schools, the teachers must create an atmosphere of love and care, friendliness, trust, cooperation, motivation, effective communication among others. Based on the findings, the researchers recommended among others that the state government through the ministry of education should organise annually capacity building workshops and conferences for public primary school teachers in the state on the ways and need to encourage and sustain positive teacher pupil relationships in primary schools for quality learning outcomes.
Bosah Ifeoma Patience, Anyikwa Ngozi Eucharia, Aleke Doris Ifeoma. Enhancing positive teacher pupil relationships for quality learning outcomes in primary schools in Nigeria. International Journal of Multidisciplinary Research and Development, Volume 2, Issue 11, 2015, Pages 217-220