Educators’ relationships and its impacts on students’ educational outcomes in higher educational institutions of Pakistan

Abstract

AbstractTo plan upcoming hundred years of success, society must establish an effective teaching structure and cultivate a collaborative environment among teaching faculty. This study attempts to identify the challenges faced by teaching faculty and the conflicts that arise in their professional pathways, and detrimental impact of adverse faculty relationship on students’ educational outcomes. Cross-sectional survey data were collected from 324 educators and 546 university students across 36 higher educational institutions in Pakistan. Pairwise correlation and multivariate regression analyses were employed to drive and analyze results. The findings reveal that teacher’s misbehavior (TM), illicit teachers’ relationship (TR) and university climate (UC) all exert negative impacts on students’ educational outcomes (SEO) at higher educational institutions . Additionally, we discovered that misbehavior between educators and higher discontent in university resources cause interpersonal conflict (IPC) between educators, subsequently adversely affecting students learning. These findings imply that students’ educational outcomes can be improved by minimizing adverse faculty relationships. It is pertinent to mention here that the study focuses specifically on the context of higher educational institutions in Pakistan. The findings may not be directly generalize-able to other countries or educational systems, as cultural and contextual factors can significantly influence teacher–teacher interactions and student outcomes. Nonetheless, the study provides valuable insights into the importance of fostering positive relationships among teaching faculty and the potential impact on students’ educational outcomes.

Keywords

• Interpersonal conflicts
• teacher’s relationship
• teacher’s misbehavior
• teacher’s discrimination
• university climate
• student’s educational outcomes