“ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL

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The Level of Perception on Student-Teacher Relationships and the Learning Environment of

Grade 12 ABM Students of Bataan National High School- Senior High
Balance1, De Jesus2, De Leon3, Javier4, Malanum5, Manuel6, Nisperos7, Pabustan8, Rampas9,
Tuazon10
Bataan National High School – Senior High School

crizellbalance5678@gmail.com1, dejesusroanjane@gmail.com2, sharinaalyssadeleon@gmail.com3,

javierjennyrose22@gmail.com ,lorenmalanum3@gmail.com avacasmierm@gmail.com6,
4 5,

nisperoskeren94@gmail.com7, rellapabustan09@gmail.com8, jhaderampas@gmail.com9, ,

alexafranzt@gmail.com10

Abstract – This research study explored that affective domain of student-teacher relationships using a
single case study design. This single case study produced a synthesis of information that guides a classroom
teacher in the development and maintenance of his/her relationships with his/her students. The resulting
analysis and interpretation provided a description of major themes that developed regarding strong student-
teacher relationships, as well as, specific components to the interactions considered essential for the student’s
learning environment. The outcome of this study is an account experiences and procedures that guide the
development and maintenance of relationships between a teacher and his/her students. Based on the
findings, four primary categories emerged with supporting elements that were critical components of each
category. These four primary categories represent an interpersonal framework for the learning environment.
The qualitative method in this study is derived from a constructivist viewpoint with a focus on deeply
understanding this specific case of student-teacher relationships. Our goal in conducting this study was to
provide more specific examples of and empirical findings for how student-teacher relationships are created.
Identifying specific factors associated with student-teacher interactions could provide valuable information to
an educational learning community. Implications for how these findings can impact the learning environment
are discussed.

INTRODUCTION

The teacher-student relationship is essential.
Students can succeed academically, and teachers can
succeed professionally Epps, B. (2021). As well as
the consequences of the lack of development of such
relationships. Affects not only students and teachers
but also administrators, parents, school districts, and
even community supporters Epps, B. (2021) to
effectively reach students, teachers must first
understand the task. Student Learning Styles,
Interests and Academic Abilities (Epps, B. (2021).
The problem is that teachers don't always know how
to set relationships. This study focused on making
sure teachers understood the meaning to maintain
such relationships. The purpose of this study was to
identify the factors. It is important for teachers and
students to build relationships and explore. How
teacher-student interactions affect the learning
environment researcher. Find out how you can
provide teachers and students with ways to improve
and improve their daily interactions and
relationships with each other. Teachers need to
understand that their duty is to teach effectively.
Promoting a positive learning environment is just as
important as developing a positive learning
environment. Teacher-student relationships Epps, B.
(2021). Teachers and students spend most days,
months, and even years together.
A positive relationship between teachers and
students seems almost inevitable and should be a
priority in the classroom Epps, B. (2021). According
to Epps, B. (2021), teachers it has the most
significant impact on the lives of students.
The qualities of teachers are important factors
in determining academic failure and student success
they experience day after day and even year after year
Epps, B. (2021). Positive encounters and experiences
shape, inspire, motivate and control behavior,

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 “ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL
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attitudes, engagement, and dedication Epps, B.
(2021). The teachers return to their classrooms every
year because of the effective relationships that have
developed over the years also, they're coming back
the love for learning. Teachers should also feel
comfortable in their environment supports to be the
best teachers and create the best learning
environment. Therefore, administrators and district
staff should raise awareness of this issue and ensure
the development of more positive relationships and
interactions between students and teachers Epps, B.
(2021).
Curriculum standards, and the capacity to
foster and hold tremendous teacher-pupil
relationships. Teachers sense as alevin though there
isn't always sufficient time withinside the day to
accomplish the numerous duties on their to-do lists.
They are overworked and underpaid, and the growth
withinside the process obligations and expectancies
for instructors has induced a few instructors to locate
the fostering of tremendous teacher-pupil
relationships at the returned burner that it is vital that
instructors recognize and apprehend every pupil they
serve.
Teachers need to create an atmosphere from
the first day of school to make students feel
comfortable, invited, and valued. (Gehlbach,
Brinkworth, & Harris, 2012) that it is imperative
that teachers know and understand each student they
serve. Maximizing the learning process in the
classroom (Gehlbach, Brinkworth, & Harris, 2012).
Are not devoting the necessary time to the positive
development of relationships and their academic,
social, and emotional impact on students (Gehlbach,
Brinkworth, & Harris, 2012). Teachers must
understand that it is their duty to teach effectively
promoting a positive learning environment is just as
important as developing a positive learning
environment in Teacher-student relationships
(Gehlbach, Brinkworth, & Harris, 2012).
According to (Gehlbach, Brinkworth, &
Harris, 2012) teachers have the most significant
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impact on the lives of students. Teacher
characteristics are important factors in determining
academic failure, and the activities of the students
we meet each day and every year (Gehlbach,
Brinkworth, & Harris, 2012). Teacher-Student
Relationships and Students’ Engagement in High
School: Does the number of negative and positive
relationships with teachers matter?
Many secondary school students have
multiple teachers throughout the day. Different
relationships with each. However, the study did not
examine the relationship examine the degree of
positive and negative from the data of a wide range
of students' subjects. Whether teacher-student
relationships exist and are in relative balance from
negative to positive teacher-student relationships
influences student performance in school. This is
amazing, many teachers and natural possibilities in
the academic life of most middle school students
and the impact of these relationships varies from
teacher to teacher. Therefore, in the current
research, we investigated whether student
engagement varied with the range of relationships
with different teachers from different subjects our
focus was on Real Schule because students
typically have multiple teachers on a given school
day (elementary school).
Students usually have a teacher responsible
for their academic guidance). Quality of
relationships with adults (including teachers) in
student life. This developmental stage can be
reversed (Gehlbach, Brinkworth, & Harris, 2012)
rated interpersonal relationships between students
and teachers in English, mathematics, science,
history, and geography student. In this way, we
were able to enable students to assess their
relationship with each student in a workable way
teacher.
The interpersonal context that kids
experience at school, which has an impact on their
 “ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL
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academic development, includes teacher-student
relationships. By examining the proportional
proportion of bad and positive teacher-student
connections in high school students' academic
lives, this study expanded previous research on
teacher-student relationships (in each English,
mathematics, science, history, and geography
subject). The function of this relational balance in
forecasting students' school engagement was also
investigated (operationalized by academic
participation, enjoyment, and aspirations).2, 079
pupils from 18 high schools made up the study's
longitudinal sample. The results showed a
substantially linear (main) effect, with a rise in the
proportion of positive relationships with teachers
(compared to negative relationships) indicating a
higher level of school engagement. There was a
sizable curvilinear effect in addition to this. To be
more specific, (a) when the relational balance
became primarily negative, students' engagement
was lower but did not decrease as there were more
negative teacher-student relationships, and (b)
when the relational balance became primarily
positive, students' engagement was higher and grew
steadily higher as there were more positive teacher-
student relationships than negative. We come to the
conclusion that positive teacher-student
connections appear to have more enhancing
qualities than limiting (or narrowing) qualities.
Additionally, there is a cumulative engagement
return from growing the number of effective
teacher-student connections across all of the
disciplines kids are studying (Martin, A. J., &
Collie, R. J. 2019).
Gender is minoritized students experience
unique challenges in their school environments that
may have consequences for their educational
outcomes, including academic engagement. The
goal of the current study was to understand the
association between gender identity and academic
engagement among adolescent. In particular,
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student perceptions of student-teacher relationships,
school rule fairness and clarity, school-wide
academic engagement, and peer victimization were
examined as four facilitator/barrier factors that may
account for lower lePPvels of academic
engagement for gender minoritized students as
compared to their cisgender peers, and these
processes were tested for differences across
race/ethnicity. Public high school students (ages
12-18 years) completed an in-class survey
assessing their gender identities, perceptions of the
school environment, and academic engagement.
These findings suggest that facilitators/barriers that
account for academic engagement for students in
general partially explain gender identity-related
disparities, and the implications for school
psychologists are discussed.
This study is being conducted to find out
how interactions between the students and their
teacher affect the learning environment of Grade 12
ABM students at Bataan National High School
Senior High School in order to address the
relationship between teacher-student relationships
and the learning environments of the students. The
goal was to undertake a thorough investigation to
ascertain the degree of teacher-student interaction
and how it affected the learning environment for
the students. As a result, the findings will serve as a
more general reference for upcoming research on
our subject.
OBJECTIVES OF THE STUDY
This study is being conducted to find out
how interactions between the students and their
teacher affect the learning environment of Grade 12
ABM students at Bataan National High School
Senior High School in order to address the
relationship between teacher-student relationships
and the learning environments of the students. The
goal was to undertake a thorough investigation to
 “ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL
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ascertain the degree of teacher-student interaction School – Senior High. Data gathered through
and how it affected the learning environment for survey is measured using ordinal data levels.
the students. Participants

RESEARCH QUESTIONS The study targeted 186 Grade 12 ABM

This sought to answer the following questions: students of Bataan National High School –
Senior High as respondents HTs in the Division
1. What is the profile of the students in terms of
of Bataan as the respondents of this study
gender?
which were classified per section using
2. How may the Students and Teachers be stratified sampling technique, where the
described? In terms of:
researchers divide a population into
2.1. satisfaction; homogenous subpopulations called strata
based on specific characteristics (Thomas,
2.2. help;
2020), and were randomly selected by
2.3. aggression? randomly picking a number, with each number
corresponding to a subject or item which is
3. How may the Learning Environment of the
also called as the lottery method (Crossman,
respondents may be described? In terms of:
2020).
3.1. personal relevance; Grade 12 ABM students were chosen as
respondents of this study due to the fact that
3.2. enjoyment of lessons?
the researchers want to specifically test their
4. Is there any significant relationship between the level of perception on student-teacher
Teacher-Student relationship and The Learning relationships and their learning environment.
Environment of the students?
Instrument
HYPOTHESIS/ES/ ASSUMPTION The main instrument used to gather pertinent
1. There is no significant relationship between the data for the study is a questionnaire which was
Teacher-Student relationship and the learning divided into three parts. The first part is for the
environment of the students. demographic profile of the respondents. This
includes the respondent’s name, section, and sex.
MATERIALS AND METHOD The second part is a 4-point Likert scale tool
adapted from the work of Epps that is used to
Correlational Descriptive Quantitative methods describe the student-teacher relationship of the
were employed to attain the objectives of the respondents (Epps, 2021). It was further divided
study. For the quantitative method, a 4-point into three parts. These three parts are made to
Likert Scale online survey was used to measure measure the student-teacher relationship based
the level of perception on student-teacher on the respondent’s satisfaction, help, and
relationships and the learning environment of aggression which are fundamental when it comes
Grade 12 ABM students of Bataan National High

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 “ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL
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to measuring the level of perception of the sought from the respondents prior to the data
respondents. collection. In line with this, the respondents were
The third part is a 4-point Likert scale tool made fully aware of all the aspects of the
adapted from the work of Epps that is used to undertaking including the confidentiality of the
describe the learning environment of the obtained data as well as their anonymity. Respect
respondents (Epps, 2021). It is further divided for intellectual property was observed as the
into two parts. The first part is to measure the authors of works cited were properly
personal relevance of the learning environment acknowledged. Objectivity in the treatment of
and the second part is to measure the enjoyment data was ensured through the use of a statistical
of the respondents in lessons. treatment and QDAMine lite.
These statements and questions were printed
and distributed for rapid and convenient data
collection.
RESULTS AND DISCUSSION
Data Collection Procedure Data gathered through survey is
The researchers initially requested permission measured using ordinal data levels. The
from our research teacher to conduct the study. researchers averaged all the responses of the
Following the approval of the survey respondents and used the following scale to
questionnaires, the researchers went to the ABM interpret the data for student-teacher
buildings to obtain a list of all the sections and relationships and learning environment.
the total number of the students in each of them. Mea Description Interpretation
We used stratified sampling after compiling the n
0 Never No Correlation
list. The researchers then printed questionnaires
0.1- Almost Never Low
for use in the survey. Each ABM section will have 0.29 True
one or two group members assigned to distribute 0.30- Sometimes Moderate
printed survey sheets and a ¼ sheet of paper to 0.49 True
0.50- Often True High
selected students. The researchers conducted the
0.99
result process after distributing all the 1 Always True Very High
questionnaires. All data gathered will be kept
private.
Table 1. Personal Relevance
Indicat T- Signific P- Decisi Remar
Ethical Considerations ors Sta ance Val on ks
Through concerted efforts, each step of the t ue
Satisfac 6.9 5.66 0.41 Accept There is
research process was ensured to pass the ethical tion 3 the no
standards set by Bryman and Bell (Anwar, 2016) null signific
hypoth ant
[13]. With strict observation of respect, concern for esis relation
dignity and welfare, an informed consent was ship
Help 9.8 9.76 0.31 Accept There is
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 “ALPAS”: BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL RESEARCH JOURNAL
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4 the no null signific

null signific hypoth ant
hypoth ant esis relation
esis relation ship
ship Aggress 17. 0.68 0.03 Accept There is
Aggress 14. 0.23 0.09 Accept There is ion 02 the no
ion 66 the no null signific
null signific hypoth ant
hypoth ant esis relation
esis relation ship
ship

Table 1 shows the relationship with student Table 2 shows the relationship with student

satisfaction, help, and aggression in personal satisfaction, help, and aggression in enjoyment of

relevance of learning environment. The research lessons of their learning environment. The result

shows the impact of the student’s satisfaction on shows the impact of the student's satisfaction on

learning environment with a T-Value of 6.95, enjoyment of lessons on their learning

significance of 5.66, and P-Value of 0.41. In environment with a t-value of 8.17, significance of

student assistance or help, the result shows 9.84 3.87, and p-value of 0.36. In student assistance or

on t-stat, 9.76 on significance, 0.51 on p-value. help, the result shows 11.30 on t-stat, 0.05 on

While in student aggression, the result shows significance, 0.25 on p-value. While in student

14.66 on t-stat, 0.25 on significance, and 0.09 on aggression, the result shows 17.02 on t-stat, 0.68

p-value. With this, the result shows that all on significance, and 0.03 on p-value. With this,

significance values are higher than 0.05 which the result shows that all significance values are

means that the researchers should accept the null higher than 0.05 which means that the

hypothesis. researchers should accept the null hypothesis.

To conclude, there is no significant relationship To conclude, there is no significant relationship

between student satisfaction, help, and aggression between student satisfaction, help, and aggression

on personal relevance of their learning on enjoyment of lessons of their learning

environment. environment.

CONCLUSION AND RECOMMENDATION

Table 2. Enjoyment of Lessons
The study focused on determining the impact
Indicat T- Signific P- Decisi Remar of student-teacher relationship on the student’s
ors Sta ance Val on ks
t ue learning environment. The results shows that
Satisfac 8.1 3.87 0.36 Accept There is there is no significant relationship between the
tion 7 the no
null signific Teacher-Student relationship and the learning
hypoth ant environment of the students. It is then concluded
esis relation
ship that the relationship of the student and the
Help 11. 0.05 0.25 Accept There is
30 the no
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teacher does not affect the student’s learning Chilliak, S., Nardi, H. C., & Da Cunha, J. M.
environment. (2021). Gender minoritized students and academic
It is highly recommended that the results of engagement in Brazilian adolescennts: Risk and
this study be considered by other researchers who protective factors. Journal of School Psychology,
are interested in the effects of student and teacher 86, 120-132.
relationship and improvement of the student’s
learning environment. Thomas, L. (2022, December 05). Stratified
In addition, since the student and teacher Sampling | Definition, Guide & Examples.
relationship does not affect the student’s learning Scribbr.
environment, it is recommended to search and
test for other factors that may affect the student’s Crossman, Ashley. "Simple Random
learning environment for its improvement. Hence, Sampling.”
this study may also be conducted across other
schools. It is also encouraged to use Qualitative
method to have further and more accurate
knowledge on the student and teacher
relationship. This study may also contribute to
improvement of education.

REFERENCES
Epps, B. (2021). The Impact of Teacher Student
Relationships on the Learning Environment
(Doctoral dissertation, Trevecca Nazarene
University).

Martin, A. J., & Collie, R. J. (2019). Teacher–

student relationships and students’ engagement
in high school: Does the number of negative and
positive relationships with teachers matter?
Journal of Educational Psychology, 111(5), 861.

Gehlbach, H., Brinkworth, M. E., & Harris, A.

D. (2012). Changes in teacher-student
relationships. British Journal of Educational
Psychology, 82, 690-704.

Martin-Storey, A., Santo, J., Recchia, H. E.,

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