FAIR AND INCLUSIVE SECONDARY SCHOOL EDUCATION: A STUDY OF GAP BETWEEN TEACHERS-STUDENTS RELATIONSHIP

Abstract

Purpose of the study: The current study was conducted to examine the cognitive and motivational variables believed in inculcating the maturity of the teacher-student relationship and, in turn, school success. Methodology: The survey and observation method was utilized, and the sample was a random sample of 248 teachers and 566 students of grades 9 and 10 from four sample districts of Khyber Pakhtunkhwa, Pakistan. The Chi-Square Test was applied to scrutinize the contrast between fair and inclusive secondary school education and the teacher-student relationship. Main Findings: The results suggested that it is essential for teachers to transfer their positive and motivational attitude, sincerity, and emotional stability to students according to settings in order to develop fair and inclusive secondary school education. Applications of the study: The current study is useful for KPESE because it focuses on improving the present status of secondary school education; for this reason, they allocate resources and set up an IMU system for staff and school success. Novelty/Originality of the study: For the first time, the current research was conducted to clarify the bond between fair and inclusive secondary school education in Khyber Pakhtunkhwa, Pakistan, with healthy, positive, strong teacher-student relationships.