School adjustments in South Asia are profoundly impacted by the teacher-student relationship. Students’ relationship with teachers, behavioral and academic functioning, as well as the social and academic self-view help with the formation of dynamic systems that affects its long-term school adjustments. Generally, the more connected the student feels, the more likely that they are willing to try tasks and seek assistance where need arises. A student that develops the sense of connectedness may want to maintain it or make the instructor happy by performing extremely well in academics.
In Bangladesh, another essential point of focus can be found in the relationship between students and their teachers, and this is the professional development of a model that is attachment-informed, as well as reflection-focused (Bowlby & Ainsworth, 2013). The intervention that is reflection-based is usually based on the teachers’ assumptions that their opportunities to reflect on both their intentions and feelings will help them raise their capacity to respond sensitively. Some interactive influences can crop up from the interactions between the teachers and their students.
Although the need for relatedness is viewed as being a basic need, this does not imply that there are no disparities between individuals in the strength of this requirement. For example, the attachment theory can be associated with a desire for independence as well as an inclination to undervalue interpersonal associations in a bid to safeguard the self from feeling susceptible (Bowlby & Ainsworth, 2013). Thus, some instructors find that they are uncomfortable with getting emotionally close associations with students and thus turn down attachment indicators from their students.
Furthermore, according to my research analysis, I believe that low level of socio-economic status of many students’ backgrounds has played some fundamental roles in their poor academic performance. It is very critical to mention that poor learning conditions, as well as dysfunctional student-teacher relationships, have also contributed to poor academic results of the students (Goldberg, Muir & Kerr, 2013). Many of the students are more focused on only learning madrassa education which articulates the issues of establishing the beliefs of Allah and his teachings, more focused on learning the Islamic virtues, which reduces the self-interests of the students to focus on academics. It is worth noting that not all instructors get responsible for building close relationships with the students and that not all the teachers fully understand the positive impact that good relationships can bring in students. In as much this can be diverse in the elementary level; some teachers develop the feeling that they are not required to meet the students’ requirements for relationships. In as much as the attachment theory was meant to understand the social bonds, the origins of the attachment theory cannot be separated from the cultural considerations. The cultural environment where an individual grows has a huge impact on a wide range of behaviors including attachment functioning.
The Hofstede theory is thus not the best in the context of Bangladesh. Bangladeshi system is more into beliefs and culture (Hofstede, 2014). As early noted the students learn Madrasa that gives a foundation of religion and the teachings of Allah. For that reason, the attachment theory would offer the best way of increasing the connection between the Student-Teacher Relationship (STR) and student academic achievement in Bangladesh. Bangladesh requires a system that puts the interests of the student first, and the theory that would achieve that is the attachment theory.
Looking at the Hofstede theory, it is more into culture which implies that the students will focus more on cultural issues and matters related to religion that in the end disadvantage the interests of the students on focusing on performance. The Hofstede theory applied to Bangladeshi education is not as useful as the attachment theory. The needs of the students should be given priority in any school environment, and we can see that this is not considered in the Hofstede theory (Summers, Davis & Hoy, 2017). Moreover, the performance of the student cannot be monitored through this approach.
The power distance and restraint dimensions, among the other factors associated with Hofstede theory, make it difficult for the students to perform. However, through the knowledge of attachment theory, both the teacher and student relationship is improved as a positive result. The teachers can offer the best service with good academic and social achievement, thus making the best of their jobs.
The basic aspiration seen for connection, and recognized in diverse academic paradigms concerning STR, may illuminate or rather clarify the teachers’ quest for personal relationships with their students and offer an explanation why individual Student-Teacher Relationships can have a long lasting impact on both the professional as well as personal identities of teachers and resultantly become a contributor to their wellbeing (Summers, Davis & Hoy, 2017). I would like to recommend that the government of countries should be cautious on the education that is provided to students. They should realize that teaching methods greatly influence student performance in education. They should integrate effective means to provide a sustainable education system. We can see that the education system in Bangladesh is not very efficient due to the theory that they use. Any teaching should put the needs of the students above the needs of their teachers. In conclusion, the attachment theory and the Hofstede’s theory are among the best theories which can be used in measuring students’ performance in schools. The closeness a child is with his/her teacher depicts that any academic problem the student undergoes the teacher’s ids in solving it, moreover, the ability to excellently conform to specific culture also depicts good relationship with the stakeholders and thus working jointly is promoted and hence success in schools.
At the same time, students can gain specific support on relating to adults, as well as acquire good academic results. This is best for their future, especially the gain of excellent communication skills for future work. Therefore, the knowledge of attachment and Hofstede theory is of great importance to educational background. The attachment and Hofstede theories have consistently proven themselves vital factors in the teacher-student relationship.