The Impact Of Teacher-Student Relationship On Academic Performance

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The Impact Of Teacher-Student Relationship On Academic Performance


Chapter One


Introduction

1.1 Background of the Study

The importance of the teacher-student interaction in both primary and secondary schools cannot be overstated. Teachers and students have a symbiotic connection since they both rely on one another. According to Akinpelu (1981), a prominent philosopher of the school of educational thinking claimed that one of the finest techniques of teaching is to make pupils feel free in class, consistent in class, and disciplined. Given that teachers and students spend around 5-6 hours each day for more than eight months of the year, there is a strong possibility that this link will exist. Children spend around a quarter of their time at school, with the majority of that time spent in the classroom (Hamre and Pianta, 2001). A study found that for pupils to perform well in school, they need to have a positive relationship with their instructors (Birch and Ladd, 1998). This further shows how a student’s bond with his teacher affects his performance. In Nigeria, education is the sole feasible instrument for long-term development and a means of shaping the country’s workforce. The destiny of schoolchildren is partially in the hands of teachers, because what they teach the children has a significant influence on their life because they are responsible for intellectual and moral training. When comparing education in the colonial era to what is available now, it is clear that the interaction between professors and pupils has altered.

Students were obedient and ready to study with all levels of humility during the colonial era, and instructors were dedicated and determined to carrying out their jobs without supervision. Teachers of the time felt it was a good idea to train kids to be as excellent as, if not better than, them. Similarly, teachers worked hard to finish their curriculum before the start of the exam, and they would not hesitate to take disciplinary action if required. As a result, students’ production at the time reflected this, while the opposite appears to be true in today’s attitude of student-teacher relationships.

Only when there is love and trust between persons or parties can a relationship be formed. Today’s schools must build love and trust between students and instructors (Asunmo, 1999). As a result, for a healthy connection between students and instructors, students’ views must be heard, which means they must be permitted full engagement in school issues Akinpelu (2003), Hoyle (2003), and Ibrahim (2003). (2006). As a result, students will be able to express their thoughts and have their beliefs weighed and corrected if they are incorrect. However, for smooth information transfer and effective performance by students, the sort of interaction required between students and professors should be warm and cordial (Rumnarayan and Rao, 2004). The self-concept of one of the parties drives the interaction between them. As a result, a positive relationship between a student and his instructor will aid in the development of that student’s self-concept and perception. In essence, a healthy interaction between students and teachers is required. It is consequently incumbent on the larger party, namely the instructor, to demonstrate attributes that will interest his students as well as a desire to learn. This takes us to the subject of efficient communication between the two sides, which is equally important in building positive student-teacher relationships (Tyoakaa, 2014). Although it is acceptable that a teacher may not be aware of all of his students’ difficulties, an awareness of their cultures, family backgrounds, and other factors can assist the instructor in determining how to deal with each of them. They are also teachers that shout at their students, most often because they do not grasp what is being taught. Instead of screaming, such professors should show some respect to their students in order to gain their hearts to study. This research, on the other hand, is focused on promoting positive student-teacher relationships because of the benefits that come with them.


1.2 Statement of the Problem

In Nigeria, the student-teacher interaction at all stages of education requires careful consideration. According to Tyoakaa, (2014), the high rate of student failure, particularly in external examinations such as WASCE, GCE, JAMB, and others, is concerning. Which has been attributed to the fact that students do not have a positive relationship with their teachers, which is why they are afraid to ask questions about topics about which they are unclear. Nkemakolam (2018) opined that laziness and a lack of commitment on the part of the teachers are widely observed hence serious students are discouraged from forming positive relationships with teachers when they treat their work with levity. Furthermore, some teachers have a habit of taking advantage of students by sending them on pointless errands. Such scenarios can stifle a positive relationship between students and teachers. Another issue is the case of male teachers sexually harassing female students. Because students have identified a teacher as a womanizer, students avoid associating with such a teacher unless they are in the classroom to teach. Therefore upon this premise that this study seeks to examine the impact of teacher-student relationship on academic performance.


1.3 Objectives of the Study

The major objective of this study is to the impact of teacher-student relationship on academic performance. Other specific objectives include:

  1. To investigate the extent of cordial relationship between teachers and students in this in senior secondary schools.
  2. To ascertain whether good relationship between teacher and student impact the learning outcome in senior secondary schools.
  3. To determine the effects of non-cordial relationship between teachers and students on the academic performance of students.
  4. To examine the attitudes portrayed by teachers which affect good relationship between them and the students.

1.4 Research Hypothesis

  • HO1: The extent of cordial relationship between teachers and students in senior secondary schools is low.
  • HO2: There is no significant impact of teachers-students relationship on the academic performance of students.

1.5 Significance of the Study

This study is meant to inform, educate and enlighten school administrators-teachers in particular, and policy makers on the benefits of teacher-student relationship. This study aims at educating teachers on the importance of establishing and maintaining a good relationship between them and their students. It is meant to assist policy makers in education, who by virtue of their position is supposed to plan programmes which will help to enhance a well defined cordial relationship between teachers and students. This study will be of immense benefit to other researchers who intend to know more on this topic and can also be used by non-researchers to build more on their work. This study contributes to knowledge and could serve as a guide for other work or study.


1.6 Scope of the Study

The scope of this study borders on the impact of teacher-student relationship on academic performance. The study will will further discuss effects of non-cordial relationship between teachers and students on the academic performance of students and examine the attitudes portrayed by teachers which affect good relationship between them and the students. The study is however delimited selected secondary school in Nsukka Local government area in Enugu State


1.7 Limitations of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected secondary school in Nsukka Local government area in Enugu State. Thus findings of this study cannot be used for generalization for other ministry in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.


1.9 Definition of Terms

Teacher:

Also called a school teacher or educator is a person who provides education for students.

Student:

Is a learner, or someone who attends an educational institution.

Relation:

This is the way in which two or more people or things are connected; a thing’s effect on or relevance to another.


The Impact Of Teacher-Student Relationship On Academic Performance


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The Impact Of Teacher-Student Relationship On Academic Performance


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Frequently Asked Questions


Does the teacher-student relationship affect student outcomes?

The effects of the teacher–student relationship on student outcomes were not contingent on academic press of the school. … Content may be subject to copyright. Content may be subject to copyright. Student Assessment 2000 (OECD, 2000). 

Is teacher–student relationship a predictor of student engagement?

Supportive teacher–student relationships and academic press were significantly related to behavioral and emotional student engagement whereas only the teacher–student relationship was a significant predictor of reading performance.

Do students with higher academic performance have better relationships with their teachers?

Consequently, these students perform better on reading. However, it is also possible that students with higher academic performance maintain good relationships with their teachers. significant. 

Do teachers affect students’ academic and non-cognitive outcomes?

Research confirms that teachers have substantial impacts on their students’ academic and life-long success. However, little is known about specific dimensions of teaching practice that explain these relationships or whether these effects differ between academic and “non-cognitive” outcomes. 

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