Teacher-taught relations in government schools: Perception of students of secondary classes

Teacher-Taught relations have, ever, remained an aspect of interest for the teachers, students, school administration, parents and community at large not only since the times of introduction of formal schooling but even since the times of informal learning practices followed by the society. Going by attachment theory (Ainsworth, 1982; Bowlby, 1969)1, positive teacher-taught relationship enable the students to feel safe and secure in their learning environments and set the stage for important social and academic outcomes. The positive bonding of teachers with their students turns the classroom into a supportive space to learn. The government schools have their own stereo-typed work culture which does not provide much of initiative taking and venturing in the academic sphere as a result students find a relationship gap especially the students of senior classes due to the adolescent requirements. This paper has attempted to examine the relations of students of secondary classes in government schools with their teachers in the context of classroom environment.