Student-Teacher Relationship and Academic Performance

of Senior High School Students

A Quantitative Research
presented to the Faculty of College of Education, Bachelor of Elementary Education
of Southern Baptist College
M’lang, North, Cotabato

in partial fulfillment of the requirement in

Research 1

Tabieros, Aizle Jann Floride

Miranda, Xylene Jayne G.
Montiales, Jurel Jude V.
Sarsua, Clint Jomuel R.
Agoylo, Caren Joy T.
Medonza, Jeson E.
Octavio, Mabel B.

BEED 3

Mrs. Sonia Deslate Ladra

Research Adviser

S.Y. 2023-2024
 Chapter 1

Introduction

Supportive student-teacher relationships are a critical aspect of the interpersonal climate in

schools. Relevant concepts in the literature include teacher support, social capital in school, school as

community, and responsiveness of the school. Although different terms were used, studies found

positive effects of supportive student-teacher relationships on various outcomes. A supportive student-

teacher relationship was positively related to social self-concept, school adjustment and grades,

whereas it was negatively associated with externalizing behavioral problems, internalized symptom,

and school dropout (Baker,2006; Brewster and Bowe,2004, Hamre and Pianta,2001; Meehan, Hughes,

and Cavell,2003;Miller,2000; O’Connor, Dearing, and Collins,2011) Students were more behaviorally

and emotionally engaged when they had positive relationship with their teachers and further

contributed to their academic performance (Huges, Luo, Kwok, and Loyd, 2008; O’Connor and

McCartney,2007).

The student-teacher relationships are one of the most important features in the context of

learning. It is also one of the factors affecting student-teacher development, school engagement and

academic motivation. Student-teacher relationships form the basis of the social context in which

learning takes place (Spilt, Koomen & Thijs, 2011). Student-teacher interactions are not only

influenced by a number of aspects including gender, but in turn also influence a student’s academic

performance and behavior (Roorda, Koomen, Spilt, & Oort, 2011). Supportive and positive

relationships between teacher and students ultimately promote a sense of school belonging and

encourage students to participate cooperatively in classroom activities (Hughes & Chen, 2011). One

positive aspect about the above perceptions from literature is evidence that good relationships between

students and their teachers are essential to the development of all students in school (Hamre & Pianta,

2001).
 Relationship between student and teacher and academic performance are forming and

individual’s mental image. According to Ewnetu and Fisseha (2008), teachers have basic demands for

relatedness among the students in their class, which can have a significant impact on the student’s self-

concept, academic expectations, and how to make meaningful life after school. As a result, a student’s

self-esteem is shaped by the general sense of support they receive from the essential people in their

lives. According to Lee (2007), the trust that develops in teacher-student relationships might influence

student’s academic performance. Student-teacher relationship can influence students’ future paths

towards academic excellent (Lee, 2007).

The primary reason of this study was to ascertain how Student-Teacher Relationship of Senior

High School Student in Southern Baptist College influences their academic performance. The

importance of student’s grade point average in relation to their overall academic accomplishment has

been highlighted by the body of literature on academic performance of the students. In this study also

define as the grade point average of senior high school students. The teacher relationship between the

senior high students have negligible effects on student performance. This study is an important

milestone for education research in SBC senior high students because it provides a basis for the

scientific study of the relationship between student-teacher relationship and academic performance of

senior high school student.

In this present study it focused on the student-teacher relationship and academic performance

of senior high school students in Southern Baptist College to observe the relation of the status of the

students to their academic performances. There are the reasons why the researcher wants to study these

phenomena because it will find out what relationship between student-teacher and academic

performance status of selected grade 11 and grade 12 senior high school students of Southern Baptist

College.
General Objectives of the Study

This study aims to determine the relationship between Student-Teacher Relationship and

Academic Performance of Senior High School Students of Southern Baptist College.

Specific Objectives of the Study

Specifically, it aims to answer the following:

1. What are the demographic characteristics of the Senior High school students in terms of?

1.1 Name

1.2 Year

1.3 Strands

1.4 Gender

1.5 Age

2. What is the level of the student-teacher relationship among Senior High School student of

SBC?

3. Is there a significant relationship between the level of the students-teacher relationship and

academic performance of Senior High School student of SBC?

Hypothesis

There is no significant relationship between the level of student-teacher relationship and

academic performance of senior high school students.

Theorical Framework

This theory focuses on the relationship between student-teacher proposes a motivational system

that guides relational behavior (Riley, 2012). Student-teacher relationships can also be viewed from a

motivational perspective, in which Students benefit not only from their perception of caring teachers,

but also from the structure that Is provided by the classroom environment, and the support that

teachers provide in response to students’ needs (Davis, 2003). It cuts across various forms of

organizations and has produced many Interesting findings, including research on student-teacher

relationships (Shaver & Mikulincer, 2011; Riley, 2012). Attachment is a theoretical framework used

by researchers to better understand How student develop positive working relationships with their

teachers (DeTeso, 2011). The perspective of attachment theory underpinning student-teacher

relationships argues that students’ perception of teacher nurturing and caring can provide a solid

foundation for students’ academic performance and general social growth (Roorda, Koomen, Spilt, &

Oort, 2011; Berman-Young, 2014).

Conceptual Framework

Independent Variable Dependent Variable

Level of Student-Teacher
Relationship Academic Performance

Figure 1. Schematic Presentation of the Study

Scope and Delimitation

The general intent of this study is to determine the student-teacher relationship and what could

be the results in the academic performance of senior high school students. This study will be

conducted in one of the private Chistian’s institutions in Southern Baptist College, M’lang, North,

Cotabato, where the participants/respondents are only limited to Senior High school students. This

study will mainly identify and asses’ different factors that affect the students in their academic

performance through the influence of the school’s climate. This is a Quantitative Descriptive Research,

and will be involving a survey questionnaire to collect the derived data. The researchers will use the

stratified random sampling procedure and will undergo 96 students.

Significant of the Study

This study aims to know the relationship of student-teacher relationship to the academic

performance of the Senior High School students. Moreover, this study will help the school to help

educators to identify key areas to focus on to create supportive climate in their schools.

The findings of this study will benefit to these following specific people differently.

Teacher. The study serves as a guide on how will the teacher strives hard to clearly

define the sets of norms, goals, and values that shape the learning and teaching environment.

It will also establish strong relationships and good social relation skills.

School. The study will help provide the school an essential activity that helps the people

belongs in the institution feel connected to each other and to feel one another. Ensuring the

effective policies to build safe learning for students.

Students. Will serve as the main beneficiaries of this study. It will help the students to have an

idea and knowledge about school climate. Furthermore, they will know how to deal or manage

their performance in school.

Administrators. The study will help administrators to develop professionals and future

professional and the welfare of the school to determine on how the administrators can solve the

excessive population in a class and to maintain the good interactions between the teacher and

students.

Future Researchers. The study will serve useful to them as their related study and will give

the future researchers more idea and knowledge to develop more their future studies.
Definition of Terms

Student In this study, It refer to the person formally engaged in learning, especially one

enrolled in school.

Teacher In this study, It refer to the person who teaches, especially in a school.

School Climate In this study, It refer to the quality and character of each individual of school

life.

Environment In this study, It refer living things live in their environment they constantly

interact with it and adapt themselves to conditions in their environment.

Academic Performance In this study, It refer to the educational performances in school which

a student, teacher, or institution has attained their short or long-term educational goals.

Relationship In this study, It refer the positive connections between students, adults, and peers

in the school setting that foster positive social interaction and establish a nurturing environment

of trust and support.

Connectedness In this study, It refers to a feeling of belonging to or having affinity with a

particular person or group.

Supportive In this study, It refers in providing encouragement or emotional help.

 Chapter 2

Review of Related Readings

In the context of the classroom, the teacher-student relationship is typically thought to

be one of the most significant interpersonal relationships. especially, the relationship between

teachers and students in the classroom is a dynamic social process that involves constant

communication (Robinson, 2022).

The teacher-student relationship was characterized as the course of interactions

between teachers and students which influence each other's perceptions over time. Teachers

and students go through a process that includes getting to know one another, exchanging

information, and adjusting and developing expectations (Frymier and Houser, 2000;

Robinson, 2022). Relevant theoretical and empirical studies conducted over the past 20

years have supported the impact of the teacher-student relationship on students' academic

performance (Cornelius-White, 2007; Zhou et al., 2020).

One of the most important viewpoints for examining the meaning of the teacher-

student relationship, particularly for students, represents John Bowlby's attachment theory

from 1981 (Zhou et al., 2021). Over the past twenty years, attachment theory has emerged

as a crucial viewpoint for understanding the affect regulation process (Mikulincer et al.,

2003). The attachment theory generally held that an infant who views his or her parents as a

secure base can explore and learn with fewer worries and less distraction. This is especially

true when infants interact with significant others who are available in times of need, as this

interrelationship facilitates the optimal functioning of the system and promotes the formation

of a sense of attachment security (Mikulincer and Shaver, 2010).Attachment theory

supported the impact of the teacher-student relationship on students' academic achievement

in the classroom setting when it was applied to students (Cornelius-White, 2007; Zhou et al.,

2020; Poling et al., 2022). Based on the attachment theory, a supportive teacher-student

relationship can offer an environment of safety for students to enjoy learning, acquire new
skills, independently pursue new objectives, and fulfill their potential. This will help students

advance academically (Mikulincer and Shaver, 2010; Zhou et al., 2020, 2021).

Warm teacher-student relationships have been linked to improved academic

performance in subjects like math, reading, and problem-solving, according to certain studies

(Hughes et al., 2008; Roorda et al., 2011; Zhou et al., 2020, 2021). Additionally, a meta-

analysis revealed a positive correlation between student-teacher relationships and students'

performance in reading, math, and science (Cornelius-White, 2007).

Students' relatedness and autonomy will be fostered by a friendly relationship.

Teachers can encourage students to learn more, engage through more about it, comprehend

better, and modify instruction to meet students' needs in order to improve students' academic

performance. For instance, students are willing to express their ideas independently and

investigate ways to solve problems in the classroom (Lei et al., 2022).

Student-teacher relationships form the basis of the social context in which learning

takes place (Spilt, Koomen & Thijs, 2011). Relatedness, or belonging, refers to a human

being’s tendency towards wanting “to feel connected to others; to love and care” (Fosen,

2016).

Educators’ relationships with students are equally beneficial to teachers, with research

showing that good teacher-student relationships are positively correlated to teachers’ job

satisfaction and effectiveness (Day & Gu, 2009; Fosen, 2016).

This is consistent with Koen's (2018) claims that the foundation for constructing the

goals that individual students have for themselves in the classroom and in life is the growth of

interpersonal relationships, whether those relationships is between students and teachers or

between students. From above it can be deduced that student-teacher relationships are the
emotional bond that exists between teachers and students in school both students and

teachers have the power to shape and change the quality of these relationships (Sabol &

Pianta, 2012).

In a comparable manner, Nugent (2009) contends that one of the primary goals of a

teacher's practice is to motivate students during the learning process. This can be achieved

by building positive relationships with students. To make relationships between teachers and

students easier, teachers must be aware of the students’ emotional and academic needs and

must be able to work with.

Role of Teacher in Classroom

As mentioned, a successful classroom depends greatly on the relationships between

the teachers and students. Relationships between students and teachers are particularly

crucial to their education, both now and in the future. In the short term, student-teacher

relationships are crucial because they foster a positive learning environment, support

students' self-esteem development, and enhance their mental health (Buffet, 2019).

In the same manner, these positive relationships may decrease behavioral problems

and promote academic success. With this being said, student-teacher relationships assist

students in the short term. These relationships support students for the specific year they

spend in that educational setting with the educator (Buffet, 2019).

Development of Student-Teacher Relationships

The significant role of student-teacher relationships has been assumed by educational

stakeholders with little regard for their development or how they may affect the learning and

teaching processes (Kim & Schallert, 2011). Without knowledge of the relationship cycle to
help foster the process of building positive student-teacher relationships, the development of

student-teacher relationships can be a daunting task for all parties involved.

Newberry (2010) identifies the four phases of relationship building as Appraisal, Agreement,

Testing and Planning. These phases of relationship building will be further explained in the

following.

The Appraisal phase starts with students getting to know one another and learning

information through one effective strategy of storytelling, in which an instructor's personal

stories and experiences can lead students to develop personal connections with the teacher

or course materials (Solis &Turner, 2016).

Second, during the Agreement phase, routines and patterns are established, and

methods of interaction are defined by the teacher through a clear outline of expectations and

a positive attitude toward the curriculum (Solis & Turner, 2016).

Third, the Testing phase is when limits and boundaries are explored and tested, and

teachers set the tone going forward through effective teacher conduct of setting clear

expectations, using captivating instruction, and evidence-based teaching and classroom

management tactics (Solis & Turner, 2016).

The fourth and final phase, Planning, is the time set aside for reflections on progress

and continued interactions by investing time in the development of each individual student-

teacher relationship.
 Newberry (2010) claims that through the exploration of these phases it is evident that

the development of a student-teacher relationships is not an easy task and that the building

of a relationship is a process, and becoming mindful of that process, increases a mass of

positive outcomes for students.

The relationships between students and teachers have proven to have many benefits

in the classroom. A healthy connection between a teacher and a student may considerably

improve a child's self-esteem, particularly for children who do not have supporting families

(Scientific study, 2022). Positive student-teacher relationships help to establish a learning

environment in which educators and students display mutual respect for one another, rather

than exchanges that involve conflict (Boynton, 2016). Healthy student-teacher relationships

translate into reduced stress and anxiety, especially for the students who come from poor

socioeconomic backgrounds and who experience any disorder. One such problem would be

children with speech disorders, who because of their problem can be marginalized from their

peers, which in turn can cause problems in their mental health (KTR, 2020).

The result of a strong student-teacher relationship is that it allows students to feel

confident through exploration and taking risks in their academic tasks. In short, students who

have a positive student-teacher relationship demonstrate a stronger performance in the

classroom (Positive teacher-student relationships have cascading benefits, 2021).

The educator should give opportunities to students in all learning styles to participate

in class discussions through oral and written communication. In addition to academic

advantages, positive student-teacher relationships improve mental health and assists

students in developing self-worth (Admin, 2017).

 Most of the time, students look up to their educators as mentors. It means that,

students are likely to feel pride when the educator encourages them in their learning and

social interactions. Social competence, problem-solving abilities, autonomy, and a feeling of

a bright future or purpose are protective elements that boost resilience, these all can be

developed in a supportive teaching atmosphere (Bondy et al., 2007).

Increased Student Engagement

Student-teacher relationships have been shown to improve student engagement.

Children who have positive relationships feel more secure and motivated to explore their

surroundings and participate fully in classroom learning activities (McCormick, O'Connor,

Cappella, & McClowry, 2013). However, there are three kinds of engagement. Students'

feelings, interests, and attitudes toward school are referred to as affective and cognitive

engagement (Archambault, Pagani, & Fitzpatrick, 2013).

Doumen, Koomen, Buyse, Wouters, and Verschueren (2012) define behavioral

engagement as students' involvement in learning and academic tasks, as well as

participation in activities. Although all types of student engagement are important, behavioral

engagement has been shown to be a significant factor in achievement, academic progress,

and school failure prevention (Doumen et al., 2012). The nature of the student-teacher

relationship may hold the key to behavioral engagement. According to Doumen et al. (2012),

higher levels of behavioral engagement are found in classrooms where student-teacher

relationships are highly valued. However, engagement is not the only important result of

positive student-teacher relationships.

Academic performance

Good teacher-student relationships are linked to higher levels of student participation,

as well as reducing disruptive behavior, absences, and dropout (Cornelius-White, 2007, cited

in Fosen, (2016). The relationships that teachers develop with their students have an

important role in a student’s academic growth. The quality of the relationship between a

student and the teacher will result in a greater degree of learning in the classroom according

to Downey (2008, cited in Gablinske, 2014). In means that, the relationship between teachers

and students has a massive effect on the quality of students’ motivation to learn and

classroom learning experiences.

In order to enhance his master's degree learning, Da Luz (2015) studied the

relationships between instructors and students in the classroom using a communicative

language teaching approach and a cooperative learning strategy. It looks into how a positive

working relationship between instructors and students can enhance the educational

experience. Teachers who cultivate positive relationships with their students can provide

opportunities for students to feel motivated and involved in the learning process, which will

result in active learning rather than passive learning.

Teachers play an important role in student-teacher relationship. In the classroom,

teacher must have mutual respect and cares about students' responses. This section reflects

the emotional connections between the teacher and students and considers how well the

teacher manages their instructional times. Teacher needs to response his/her students'

academic and emotional needs (Knoell, 2012). Again, teacher praises the good performance

from high expectation students and accepts poor performance from low expectation students.

Teacher is always fair to all students. There should be no bias.

Related study on the Academic Achievement of the students

A study by Johnston, Wildy, and Shand (2022) involved 25 Australian grade 10

students from three different secondary schools. A total of 175 classroom observations and

100 interviews were used to gather data. The primary research question, "How do students

experience their teachers' expectations for their academic achievement?" guided the

collection of qualitative data by the researchers. Data analysis showed that when teachers

communicated high expectations to their students, those students responded in ways that

improved their academic performance. Additionally, students reciprocated by forging strong

bonds with teachers who demonstrated concern and an interest in getting to know them

personally. According to the students' reflections, this relationship has improved their

academic achievement.

A quantitative study was conducted out by Ma, Liu, and Li (2022) to investigate the

impact of the teacher-student relationship on learning outcomes. 321 eleventh graders and

332 fourth graders from China participated in the study. The study assessed the relationship

that students felt with their teachers, the degree to which students felt their parents were

involved, and curriculum-based measures of achievement. The results of standardized tests

were used to gauge the academic success of the students. The study's findings showed that,

in both primary and secondary schools, there was a positive correlation between student

academic achievement and the teacher-student relationship.

In 2023, Magro, Nivison, Englund, and Roisman conducted a quantitative

investigation. This study examined the outcome that early caregiver and early elementary

school teacher relationships had on a 16-year-old student's academic achievement.

Longitudinal research was used in the study to track students throughout their academic

careers. They looked at the correlation between a child's academic achievement at age 16

and their primary care experience (3 to 42 months) with their caregivers and their
ARRASCUE 17 relationships with their elementary school teachers (K–6th grade). The

findings showed that medium-level academic achievement was connected with three of the

four markers of a strong teacher-student relationship. Evaluated alongside maternal

sensitivity, relationships with adult figures in a child’s life are associated with academic

achievement later in life.

According to Dewitt & Slade (2014), school climate is a reflection of norms and is

based on how parents, teachers, and students perceive school life. It's also critical to

recognize the distinctions between school culture and climate. Many schools also have

bullying and harassment in addition to violence. The atmosphere in schools is impacted by

each of these tragic and contentious events. Students' body language and facial expressions

convey important messages. This book discusses creating a long-lasting, supportive school

environment because it helps young people learn and grow, which is essential for making a

positive contribution to society and leading a fulfilling life in a democracy.

 Chapter 3

Research Method

In this chapter, the researcher discussed the Sampling Procedure, Data Gathering Process,

Participants of the Study, Research Design, Statistic Treatment, and Research Instrument. The purpose

of this phenomenological research study was to know the dimension of school climate and to identify

which aspects of school climate are the most influential in creating and maintaining a positive school

climate according to teachers and administrators. This study is a quantitative methodology to help to

clearly understand what school climate all about.

Research Design

This study used a descriptive survey method used to assess socio-demographic profile such as

name, year, strands, gender, age of Student-Teacher Relationship and Academic Performance of

Senior High School Students S.Y. 2023-2024. Descriptive research is a purposive process of data

gathering data, analyzing, classifying and tabulating data about prevailing condition, practice, belief,

and process the relationship between student-teacher and then adequate and accurate interpretation

about such data with or without aid of statistical treatment.

Research Setting

The data gathering of this study will be conducted in the one of Religious Christian School,

Southern Baptist College in M’lang, North, Cotabato and will be the coverage of the study.
Participants of the Study

In choosing the respondents of the study, the researchers will use the Slovin’s Formula in

which the researcher is used to calculate the sample size (N) given the which resulted to 96

respondents which is (HUMSS), (ABM), (TVL), and (STEM). They will be conducting of 4 strand of

grade 12 with 13 participants and 4 strands of grade 11 with 11 participants of students per strand. The

researchers would also use stratified random sampling method which to avoid biases. The researchers

have used the Slovin’s Formula and got the total of the students, these students will serve and will be

the part of the respondents in the study.

Research Instrument

The instrument to be utilized in the study, an adopted research instrument from Teacher-

Student Relationship Questionnaire Rating Scale by Swathi J a faculty member of Senior High School

in Southern Baptist College. Together with the research instrument is a student’s profile to gather

information needed for the study. The making of the adopted questionnaire was based on experiences

made by the researchers. In the preparation phase, the instrument was carefully laid out to obtain valid

responses of the student’s perception.

Sampling Procedure

The respondents of this study were Senior High School Students of SBC coming from different

strands namely Humanities and Social Sciences (HUMSS), Accountancy and Business Management

(ABM) Technical and Vocational Livelihood (TVL) Science Technology Engineering and

Mathematics (STEM). The students were selected as respondents of the study so that it can be given

since the students are the main focus of the study of the researchers. Stratified Random Sampling was

the technique used for selecting the target respondents.

Data Gathering

The researcher’s data gathering procedure is to determine the population of participants that

will be used in their study through the help of the Student as well as Class Adviser were selected in the

administration. A researcher adopt questionnaire was given to the respondents to find out about the

school climate and its relationship between student-teacher and academic performance of the senior

high school students.

Statistical Treatment

This study responses to the questionnaire by senior high school students were statistically

analyzed with the data requirements of the study. Student- Teacher were statistically analyzed with the

data instruments of the study. Descriptive statistic such as frequency count, mean, percent, and rank

are considered.

To know if there is a correlation between the independent and dependent variables Pearson

Product Moment of Correlation Coefficient was utilized with level of significance.

Statistical Treatment of Data

The data to be gathered in this study will be subjected to the following statistical treatment:

The frequency of each response will be determined on the number of the respondents who will

check in the particular items. The Demographic Profile of the respondents will be determined by using

the formula of percentage.

Fx 100
P= Where:
N

P= Percentage
F=Frequency
N=Total Number of Respondents
 The weighted arithmetic mean is used to identify the central position within the set of data

gathered in the questionnaire. Each quantity to be averaged is assigned a weight, which determines the

relative importance of each quantity on the average.

Mean is used by researchers to understand the data set by getting a representative sample. This

will be computed using the formula:

x 1 (wi ¿ x i )
w= ∑ n ¿¿
i=¿ ¿ ∑ n 1 (w i ¿)
i=¿¿

Where:

x w the weighted mean variable

w i the allocated weighted values
xi the observed values

Pearson Product Moment Correlation Coefficient is used to measure the linear association

between two variables. It will determine if there is correlation between the student-teacher relationship

and academic performance of senior high school students using this formula.

r xy =N ∑ xy−¿¿ ¿ Where:

N=Number of Sample
X=First Variable
Y=Second Variable