Effect of Shyness on Student-Teacher Relationship at Elementary School Level

Abstract

The purpose of this research was to investigate the effect of shyness on student-teacher relationships at the elementary school level. The study was quantitative in which causal-comparative design was used. Through convenient sampling, two districts were selected. Using convenient sampling, two tehsils were chosen from both districts, Shalimar and Cantt from Lahore and Kot Radha Kishan and Chunian from Kasur. Researchers selected 500 students for data collection. Two questionnaires on shyness and student-teacher relationships were used as instruments in this study. Both questionnaires were self-developed on close-ended statements. The reliability of the shyness scale was r = .79 and the reliability of the student-teacher relationship was r =.77. The data were analyzed using descriptive statistics, t-test and one-way ANOVA. The major findings of the study indicate that the level of students' shyness is medium in elementary classes and significant differences in shyness in students at the elementary level. The second result of this study was that there was a weak effect of shyness on student-teacher relationships. Based on demographic factors, shyness was a significant difference in gender and grade. Similarly, when we analyzed the student-teacher relationship based on demographic factors, there was a significant difference in gender and grade. So, it is suggested that teacher Provide constructive feedback privately and avoid highlighting mistakes in front of the class to reduce shyness in students and to improve relationship with students.