Main Article Content
Teacher – student relationship assumes profound social dimension in today’s world. As a significant source of social capital for students, it is imperative that teachers and educational institutions pay more attention to building this relationship. This study examines teacher- student relationship from three angles; Inter-personal effectiveness, Instructional effectiveness and accessibility. Objective of the study is to examine how important or valuable it is for students to have a healthy, cordial relationship based on mutual respect and understanding with their teachers. Furthermore, this study also entails an analysis of the impact of such relationships on their learning outcomes as perceived by students. A questionnaire carrying 22 questions was administered among 72 students pursuing computer science and management stream at a University in UAE. Questions regarding promptness of response and approachability were used to measure accessibility of the teachers. Inter-personal effectiveness included aspects such as fairness, politeness, respect, indulging in individual conversations and the teacher’s ability to relate to the age of the students. Appreciation, incorporating humor during content delivery, willingness to accept feedback and regular feedback offered were included in measuring instructional effectiveness. Learning outcomes were analysed from two perspectives: self-reported marks and students’ perception of learning outcome which included engagement in class, attendance and interest generated in the subject. Significant positive correlation between student perception of accessibility, inter-personal effectiveness and instructional effectiveness with their perception about learning outcome has been observed, though the same cannot be said about marks. Among the independent variables examined, students’ perception of instructional effectiveness of the tutor statistically significantly predict the dependent variable- students’ perception of learning outcome. Inter-personal conversations, instructional attention and instructional appreciation were found to have predictive significance over the marks secured by the students. Students’ perception about instructional humor is found to have predictive significance over students’ perception of learning outcomes. While dealing with such a dynamic and sensitive population, it becomes highly important that teachers observe, analyse and apply new strategies in building rapport and relationships.