ABSTRACT
The aim of this work was to examine the moral import in a student-teacher relationship with implication for learning in Nigerian schools. In this regard; the place of moral discipline in student-teacher relationship was examined and analyzed. As a guide and for logical presentation of the study, four research questions were raised.
As a philosophical study, the methodology employed included the speculative, analytic and prescriptive. Also, logical reasoning and clarification of concepts, propositions and arguments aided in gaining deeper understanding and insight into the effect of student-teacher relationship on learning outcomes.
Findings from this study revealed that moral discipline in student- teacher relationship helps in bringing about a positive change and impact in the life of the student; also a positive character development whereby the student is inculcated with the ability to make right choices and decisions when the need arises. Moral-discipline in student-teacher relationship has also been seen to spur or motivate students into achieving academic excellence. Findings also showed that in trying to establish moral-discipline in student-teacher relationship, the following has to be present, promotion of control, expectations and attitude, feedback, familiarity, communication, moral education, care, trust, empathy etc. An exclusion of these, tend to render the inherent moral-discipline and student-teacher relationship ineffective.
