Students’ perceptions of teachers’ teaching and interactions with students: Voices from a Tsunami affected school in Banda Aceh

Fadliadi Ubit

Abstract


Casualties and physical destruction of the 2004 tsunami in Aceh are well documented in the literature. However, little is known about lives of teachers and students after the tragedy, particularly about the teaching and learning including teacher-student instructional relationships at the affected schools in the province. This cross-sectional qualitative case study, which was conducted between April and October 2010 at a public junior high school in Banda Aceh that was severely affected by the Aceh 2004 tsunami, provided evidences that the tragedy affected the quality of teachers’ teaching and teacher-student relationships. Data were obtained from semi- structured interviews with ten students from the school, supported by data collection observations over a period of six months. In general, the students commented about their teachers in negative terms. This included students’ deficit views about teachers’ lack of commitment on their teaching practice and their poor interactions with students at the school, affecting the quality of students’ learning at the school.


Keywords


Effective teaching, student learning, instructional relationship, Aceh tsunami

Full Text:

PDF

References


Agustini, E. N., Asniar, I., & Matsuo, H. (2011). The prevalence of long-term post-traumatic stresssymptoms among adolescents after the tsunami in Aceh. Journal of Psychiatric and Mental Health Nursing, 18(6), 543-549.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation. Journal of Educational Psychology, 80(3), 260-267.

Bailey, D. M., & Jackson, J. M. (2003). Qualitative data analysis: Challenges and dilemmas related to theory and method. American Journal of Occupational Therapy, 57, 57-65.

Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229.

Bartholomaeus, P. A. (2000). A ‘no through road’? Disadvantage in rural education. (Doctoral), Deakin University, Geelong, Victoria.

Bassey, M. (1999). Case study research in educational settings. Philadelphia: Open University Press.

Benard, B. (1991). Fostering resilience in kids: Protective factors in the family, school, and community. Portland: Western Centre Drug-free Schools and Communities.

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationships and children’s early school adjustment. Journal of School Psychology, 35(1), 61-79.

Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher-child relationships. Developmental Psychology, 34(5), 934-946.

Bowen, G. A. (2008). Naturalistic inquiry and the-saturation concept: A research note. Qualitative Research, 8(1), 137-152.

Bowen, G. L., Richman, J. M., Brewster, A., & Bowen, N. (1998). Sense of school coherence, perceptions of danger at school, and teacher support among youth at risk of school failure. Child and Adolescent Social Work Journal, 15(4), 273-286.

Bronfenbrenner, U. (1994). Ecological models of human development. International Encyclopedia of Education, 3(2), 37-43.

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teachers’ education. Teacher College Record, 111(1), 180-213.

Cole, S. F., O’Brien, J. G., Gadd, M. G., Ristuccia, J., Wallace, D. L., & Gregory, M. (2005). Helping traumatized children learn. Boston: Massachusetts Advocates for Children.

Douglas, D. (2003). Grounded theories of management: A methodological review. Management Research News, 26(5), 44-52.

Dye, J. F., Schatz, I. M., Rosenberg, B. A., & Coleman, S. T. (2000). Constant comparison method: A kaleidoscope of data. The Qualitative Report, 4(1), 1-10.

Eder, D., & Fingerson, L. (2002). Interviewing children and adolescents. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context & methods (pp. 181-202). London, Thousand Oaks: Sage Publications.

Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (2nd Edition) (pp. 645-672). London, Thousand Oaks: Sage Publications.

Freedy, J. R., Shaw, D. L., Jarrell, M. P., & Masters, C. R. (1992). Towards an understanding of psychological impact of natural disaster: An application of the conservation stress model. Journal of Traumatic Stress, 5(3), 441-454.

Frenzel, A. C., Pekrun, R., & Götz, T. (2007). Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478-493.

Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school. New York: Teachers College Press.

Glaser-Zikuda, M., Fuss, S., Laukenmann, M., Metz, K., & Randler, C. (2005). Promoting students’ emotions and achievement – Instructional design and evaluation of the ECOLE-approach. Learning and Instruction, 15(5), 481-495.

Harris, W. W., Putnam, F. W., & Fairbank, J. (2004). Mobilizing trauma resources for children. Paper presented at The Meeting of the Johnson and Johnson Paediatric Institute: Shaping the future of children’s health. from http://www.nccev.org/pdfs/harrismanuscript.pdf

Hestyanti, Y. R. (2006). Children survivors of the 2004 tsunami in Aceh, Indonesia: A study of resiliency. Annals of the New York Academy of Sciences, 1094, 303-307.

Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513-524.

Irmansyah, I., Dharmono, S., Maramis, A., & Minas, H. (2010). Determinants of psychological morbidity in survivors of the earthquake and tsunami in Aceh and Nias. International Journal of Mental Health Systems, 4(8), 1-10.

Jennings, P. A., & Greenberg, M. T. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.

Khairuddin, K., Zubir, F., & Kismullah, K. (2009). Integrating disaster knowledge into the curriculum unit level of eduaction (KTSP) at elementary school in Banda Aceh. Paper presented at the The 4th Annual International Workshop & Expo on Sumatra Tsunami Disaster & Recovery, 23-24 November Banda Aceh, Indonesia.

Leon, G. R. (2004). Overview of psychosocial impact of disasters. Prehospital and Disaster Medicine, 19(1), 4-9.

Lindell, M. K. (2011). Disaster studies. In B. Klandermans (Ed.), Sociopedia (pp. 1-18). from www.sagepub.net/isa/resources/pdf/Disaster%20Studies.pdf

Lindlof, T. R. (1995). Qualitative communication research methods. London, Thousand Oaks: Sage Publications.

Mandel, J., Mullett, E., Brown, J., & Cloitre, M. (2006). Cultivating resiliency: A guide for parents and school personnel. New York: New York University Child Study Center.

Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and wellbeing at school. Educational and Child Psychology, 27(1), 104-115.

Murray-Harvey, R., & Slee, P. T. (2010). School and home relationships and their impact on school bullying. School Psychology International, 31(3), 271-295.

Paquette, D., & Ryan, J. (2001). Bronfenbrenner’s ecological system theory. from http://pt3.nl.edu/paquetteryanwebquest.pdf

Punch, K. F. (2005). Introduction to social research (2nd Edition). London: Sage Publications.

Rapley, T. (2004). Interviews. In C. Seale, G. Gobo, J. F. Gubrium & D. Silverman (Eds.), Qualitative research practice (pp. 15-33). London: Sage Publications.

Rimm-Kaufman, S. E., & Sawyer, B. E. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. The Elementary School Journal, 104(4), 321-341.

Russo, R., & Boman, P. (2007). Primary school teachers’ ability to recognise resilience in their students. The Australian Educational Researcher, 34(1), 17-32.

Shulman, L. S. (2006). Knowledge and teaching: Foundation of the new reform. In J. Leach & B. Moon (Eds.), Learners and pedagogy (pp. 61-77). London: Sage Publication.

Silove, D., & Zwi, A. B. (2005). Translating compassion into psychosocial aid after the tsunami. The Lancet, 365, 269-271.

Stoll, L. (1992). Teacher growth in the effective school. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 104-122). London: Falmer Press.

Wolmer, L., Laor, N., Dedeoglu, C., Siev, J., & Yazgan, Y. (2005). Teacher-mediated intervention after disaster: A controlled three-year follow-up of children’s functioning. Journal of Child Psychology and Psychiatry, 46(11), 1161-1168.




DOI: https://doi.org/10.24815/siele.v4i2.6097

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.