STUDENT INFLUENCE THE impact OF TEACHERS ON STUDENT socio-EMOTIONAL development
THE STUDY'S BACKGROUND
Children's ability to learn is influenced by the socio-emotional context of their lives. Education is an important factor in the development and growth of society, and its nature and goals are determined by the society's nature. Education, in particular, has been critical in attempting to provide solutions to the problem posed by students' socio-emotional behavior in schools and society at large.
These limitations observed in individuals' lives in the school system prompted multidimensional studies and research by people and scholars even outside the profession.
This state of affairs emphasizes the importance of further and ongoing research into strategies for coping with social emotional problems among students, adolescents, and the larger society.
Socio-emotional problems are states of ill health in some students that are not socially acceptable; they found it difficult to cope with the society's social moral code of conduct. He or she is a social outcast and a moral outcast. The number of causative factors varies by case and is only loosely related to one another (Abraham David 1960). Both psychologists and gerontologists agree that socio-emotional problems emerge early in students aged 12 to 19 years and during adolescence.
According to the British Tropical Africa Memorandum of 1925, (N.E.R.C.P31). The education system was supposed to provide all of the basic necessities that a child requires in order to equip and fit him into society with a viable undependable contribution of personal service to the society's development.
However, society appears to be stripping the child naked as a result of its engineering policies, which are almost undermining his present and neglecting his interests. As a result of these societal malfunctions, the teacher, when conducting a contrastive insight among the students, has been able to notice several differences in the student's behavior, some of which are irrational and not acceptable to be satisfied for a moral conduct.
Among all of these social emotional problems are inferiority complex, poor participation, examination malpractice, fighting, sleeping in class, and so on. The teacher who uses the child center method of teaching, the method that ensures proper and active participation of the students in class activities, thereby also helping to maintain an unrestricted relationship with the child, these processes help the teacher to notice the various differences amidst the students.
The contest here is not that the child is not educated, but that more attention and better treatment are required to improve the student's condition because they are not educated sufficiently.
According to research, a child's innate character in the classroom is influenced by his family background, environment, peers, personal and intelligence factors. This project is concerned with determining the perceived student-teacher relationship on their socio-emotional problems and finding solutions to improve the situation.
The goal of this study is to identify as many strategies as possible for dealing with socio-emotional problems in secondary school adolescent students by using personality tests, aptitude tests, and achievement tests from six secondary schools. Edo college, Immaculate Conception College, Western Boys High School, Russell Secondary School, and Imaguero College are all located in the city of Benin, Edo State, Nigeria.
The seriousness of the student's socioemotional problems, as observed by the school authority, may result in debate and comment by the public government. intelligent organization and a stator The child could be a serious case in which both the parent and the teacher's frantic efforts to prevent social ills fail.
This phenomenon is the result of recent changes in western education and its various norms, as well as recent improvements in the educational system.
This is due to students' failure to meet the educational standards required of them by the school and society at large, all of which contribute to the lake of problems they have encountered and may appear to have turned their future opaque with Western cultures. The researcher will investigate the following student educational and social issues:
1. The impact of today's educational system on adolescents
2. The different types of socioemotional problems that students face and the factors that contribute to them.
3. Identifying socioemotional issues in the selected male/female schools
4. Investigating scholars' reactions to the problems and devising long-term solutions to them
QUESTION FOR RESEARCH
The following questions were addressed in this study:
1. Is there a significant difference in emotional responses between male and female secondary school students?
2. Is there a significant difference in perceived student-teacher relationships between male and female secondary school students?
3. Do students' emotional responses in different secondary school classes differ?
4. Is there a significant difference between students' teacher relationships in different classes?
5. Are there differences in emotional responses among students in different classes?
6. Are there differences in emotional responses between students from different schools?
1. There is a difference in emotional responses between male and female secondary school students.
2. There is a significant difference in student-teacher relationships between male and female secondary school students.
3. There is no significant difference in the emotional responses of students in different secondary school classes.
4. There is no statistically significant difference in perceived student-teacher relationships among students in different classes.
5. There is a significant difference in emotional responses between secondary school students.
THE STUDY'S IMPORTANCE
These studies help to expose the students' hidden nagging ill experiences and help to provide lasting solutions to them in the event of a future eruption.
It is hoped that the recommendations based on the study's findings will be useful to teachers, principals, private and public institutions, and the government in general.
1. SOCIAL EMOTIONAL PROBLEMS: These are characteristics observed by teachers in students that do not contradict the uniformity of the school's social code of conduct.
2. STUDENT TEACHER: This is the teacher's ability to give students a certain amount of freedom during discussion class.
3. EDUCATION: the act of improving a person's mind and quality of life.
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STUDENT INFLUENCE THE IMPACT OF TEACHERS ON STUDENT SOCIO-EMOTIONAL DEVELOPMENT