Teacher-Learner Ethical Relationship In Basic Education In Calabar Metropolis, Cross River State, Nigeria

Abstract

This study examined the teacher-learner social interactions as model for value re-orientation in our society and it covers public primary schools in Calabar Metropolis, Cross River State, Nigeria. To achieve the purpose of the study one research question and one hypothesis were formulated to guide the study. Literature review was carried out accordingly. Survey research design was used for the study. The paper examines the concept of value education through teacher-learner relationship some of which include honesty, integrity, hard work, empathy and respect for elders. Data was collected using researchers’ well validated and peer reviewed instrument titled “Teacher-Learner Ethical Relationship Questionnaire (TLERQ)”. The reliability co-efficient of 0.83 was established using Cronbach alpha reliability estimate. All the public primary schools in Calabar metropolis constituted the population of the study. A sample of 622 pupils was randomly selected for the study. The paper was anchored on social cognitive theory and attachment theory which provided the theoretical background for the study. The correlational analysis was the tool used for data analysis. The findings of the study reveal that the values learners are taught today, determine their behaviour in adulthood. Based on the findings of the study, it was recommended among others that positive teacher-learner relationship should be encouraged for it will bring about good value and moral re-orientation among learners, effective counselling and guidance should be provided in schools to help inculcate positive values among learners.