Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

Abstract

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

The influence of teacher–student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions

“…By contrast, a negative teacher–student relationship can reduce students' interest, enthusiasm, and motivation for learning. If teachers often criticize students, shout at them, or are too strict with them, students would communicate less with their teachers and be unlikely to study hard (Opdenakker et al, 2012 ; Mensah and Eric Koomson, 2020 ). The findings of this study indicated that the better the teacher–student relationship, the stronger the students' academic motivation for the ideological and political subject in Chinese high schools.…”

Teacher-student relationship and students’ mathematics achievement: Mediating roles of students’ perception of mathematics, students’ self-efficacy, and cooperative learning strategies

“…According to Mensah and Koomson (2020) research, the type of relationship instructors has with their learners can sometimes be disincentive to learning. This new study agrees with Mensah and Koomson (2020) findings.…”

“…According to Mensah and Koomson (2020) research, the type of relationship instructors has with their learners can sometimes be disincentive to learning. This new study agrees with Mensah and Koomson (2020) findings. According to the findings, the degree of instructors' closeness with learners can lead to learners paying less attention to their studies.…”

“…When this attitude toward learners persists, it has a negative impact on their academic achievement. Furthermore, when instructors are harsh on learners, it might have a negative impact on their academic achievement (Mensah & Koomson, 2020).…”

The Role of Teachers’ Interpersonal Behaviors in Learners’ Academic Achievements

“…They argued that the strong teacher-learner interpersonal relationship causes the intelligent learners to be successful in academic contexts. Mensah and Koomson (2020) asserted that learners who identify their educators as more helpful have academic achievement. They argued that teachers should be involved in communication with their learners in order to foster language learners' capabilities.…”