The Relationship between Secondary School Student and Teacher in the Vietnamese Educational Setting

Essay from the year 2020 in the subject Sociology - Children and Youth, grade: 1.5, Vietnam National University Hanoi, language: English, abstract: The interaction between secondary school students and teachers is a crucial factor influencing educational experiences and personal development. This study addresses a notable gap in existing literature by examining the cross-cultural validity of the Student-Teacher Relationship Scale (STRS) within the Vietnamese educational context. The quality of teacher-student relationships is widely acknowledged as pivotal for students' social-emotional, behavioral, and cognitive development. This research aims to investigate the dimensional structure of Closeness, Conflict, and Dependency within the adapted STRS in the unique cultural context of Vietnam. Several hypotheses are proposed, including the expected factorial validity of the survey as a measure of the relationship between secondary school students and teachers, significant differences in mean levels of Closeness, Conflict, and Dependency, correlations among latent factors of the STRS, a positive relationship between Dependency and Closeness, and the moderation of the effect of Dependency on Closeness by Conflict. Throughout the subsequent chapters, the literature, methodology, results, and discussion offer insights into the intricacies of teacher-student relationships within the Vietnamese educational context. The study contributes valuable perspectives to the international literature on teacher-student relationships, considering cross-cultural, statistical, and practical dimensions. The findings aim to provide guidance for improving these relationships in the educational setting.

He received his double BA degrees from the Hanoi National University of Education and his MA and PhD from the Ludwig-Maximilians-Universität München, Munich, Germany. He had an internship at Hiroshima University, Japan, and he was a short-term scholar at the University of Georgia, United States of America. He received the Outstanding Young Teacher Award from the Vietnam National University, Hanoi and the Campaign medal of the Vietnam Psychology Association. His empirical research focuses on divergent thinking in creative learning and innovative teaching, especially the effects of problem-based learning on the creative thinking abilities of students.