CHAPTER II

REVIEW OF RELATED LITERATURE

Local Literature

According to Cox (2020), being an educator involves much more than doing and

executing lesson plans and instructions. Teaching is a highly intelligent profession that regularly

extends beyond education. In ensuring students’ academic success, teachers must function as

parents, mentors, and counselors. There is almost no limit to the roles and responsibilities a

teacher may play. Therefore, teachers play a vital role in shaping students’ success and are a great

contributor to their academic achievement.

The teacher’s role is to actualize the learner’s potential. They develop good

characteristics for the learners. They are one of the many influential people in the lives of each

learner. They are a great resource of information among learners who can share knowledge,

abilities, and experiences. They support learners (Nipales J, 2022).

Premised on the belief that students who enter teacher education programs bring with

them a schema of teaching which serves as reference points for understanding new experiences...

Results showed that preconceptions converged into five clusters: knowledge source, direction‐

setter, character format, change agent and learner (Clarita de Leon‐Carillo, 2007).

Student-teacher relationships have displayed many advantages in the classroom. To start,

students who share a positive relationship with their teacher develop stronger social-emotional

skills. In addition, these students are more likely to absorb an increased amount of academic

knowledge (Coristine et al., G.2022)

 The personality of teachers affects the overall performance of learners and student’s

learning outcomes. It is part of an education program that develops skill, competency, and values

that students are expected to demonstrate at the end of every period (Adrales et al., 2019).

It is an effective indicator of students’ progress toward achieving desired academic and

social outcomes (Henrie et al., 2015), as well as having a significant impact on academic

achievement (Jian, 2022).

In the end, teachers are meant to facilitate learning. As such, they should be models of

lifelong learning, especially given the impact of emerging technologies of the Fourth Industrial

Revolution on the vastly changing job market and the future skills required of the country’s

workforce (Albert et al., 2018).

Foreign Literature

Without doubt, the most important person in the curriculum implementation process is

the teacher. With their knowledge, experiences and competencies, teachers are central to any

curriculum development effort. Better teachers support better learning because they are most

knowledgeable about the practice of teaching and are responsible for introducing the curriculum

in the classroom (Alsubaie, 2016).

If another party has already developed the curriculum, the teachers have to make an effort

to know and understand it. So, teachers should be involved in curriculum development. For

example, teacher’s opinions and ideas should be incorporated into the curriculum for

development. On the other hand, the curriculum development team has to consider the teacher as

part of the environment that affects curriculum (Carl, 2009).

 Children and adolescents currently spend a great deal of time at school and teachers are

viewed as a source of social support in different areas of their personal development, such as

their career adaptability. The level of perceived teacher support positively correlates with

students’ overall career adaptability, as well as with all the dimensions of career adaptability, and

is also a significant predictor (Lazarová, B. Hlaďo, P.Mas, Hloušková, L., 2019).

We know, in fact, that academic achievement and educational attainment are lower for

students who grow up in a setting in which the predominant language is not the language used in

the institutions in which they are educated when compared with students who have access to this

language at home (Gogolin & Lange, 2011).

Learning engagement is a continuous act of learning activity, accompanied by a state of

passionate emotion (Skinner and Belmont, 1993). It is an effective indicator of students’ progress

toward achieving desired academic and social outcomes (Henrie et al., 2015), as well as having a

significant impact on academic achievement (Jian, 2022). Previous studies have shown that

learning engagement can be influenced by factors such as teacher support (Liu et al., 2018) and

learning motivation (Yin and Wang, 2016).

Teacher support enhances a teacher's relationship with a student. Specifically, teachers

who support students show their care and concern for their students, so these students often

reciprocate this concern and respect for the teacher by adhering to classroom norms (Longobardi

et al., 2016).

Teacher support influenced student mathematics achievement indirectly through students’

mathematics self-efficacy, and also influenced students’ interest in mathematics courses (Yu and

Singh, 2018).
 Through the many hours of instruction and interaction, teachers help students acquire

academic knowledge and skills. In a reciprocal one-with-many design both the teacher and the

student report on an outcome (e.g., emotional support). Variances can be estimated for both

perspectives separately (Hogekamp et al., 2016).

Researchers agree that teachers are one of the most important school-based resources in

determining students’ future academic success and lifetime outcomes, yet have simultaneously

had difficulties in defining what teacher characteristics make for an effective teacher. (Burroughs

et al., 2019).

This finding may be counterintuitive, as COR and previous studies suggest that teacher

support is related to lower stress in students (Hughes, 2012; Hoferichter and Raufelder, 2021).

Therefore, this finding could lead to the conclusion that high levels of teacher support affect

students’ coping skills, as excessive support can undermine self-development (Hoferichter,

2022).
 REVIEW OF RELATED STUDIES

Local Studies

According to the Department of Education (2017) of the Philippines, teachers play a

crucial role in nation building… Evidences show unequivocally that good teachers are vital to

raising academic achievement, i.e., quality learning is contingent upon quality teaching.

It was found that school discipline strategies may have repercussions on students’

behaviors and relationships, highlighting the teacher’s role in modeling and setting norms for

acceptable behaviors. Future studies can examine further how teachers’ harsh or positive

discipline behaviors relate to bullying (Banzon-Librojo and Alampay LP, 2017).

It was discovered that individual interest along with its three factors association and

direct impact on school engagement. Based on the aforementioned findings, proposals for

physical education teachers and future research undertakings are a result of this investigation to

effectively translate physical culture to campuses improving student’s overall well being (Lobo

et al., 2023).

The students strongly agree to the effect of attitudes of teachers on their performance in

terms of pacing and speech. They agree to the effect of attitudes of teachers on their performance

in terms of clarity, enthusiasm, interaction, organization, rapport, and disclosure. The attitudes of

teachers affect the performance of the students to a great extent (Mami WS, 2021).

Previous studies have shown that learning engagement can be influenced by factors such

as teacher support (Liu et al., 2018) and learning motivation (Yin and Wang, 2016).
Foreign Studies

By exploring the factors that influence students’ learning engagement, teacher support

was found to be a key factor, while perceived teacher support was associated with learning

engagement (Liu et al., 2018).

If a student perceives teachers as supportive, this student experiences less stress, as

he/she applies coping strategies to deal with stressors and reports lower helplessness. These

findings are in line with previous correlational and longitudinal studies that investigated the

direct paths of the predictor variables teacher support (Hughes, 2012; Hoferichter and Raufelder,

2021).

As students spend much of their time with their teachers in school, teacher support can be

vital to students' academic development, including not only learning outcomes but also affective

or emotional outcomes. Many empirical studies have shown that teacher support was

significantly positively correlated with positive academic emotions (PAEs; e.g., enjoyment,

interest, hope, pride, and relief) and significantly negatively correlated with negative academic

emotions (NAEs; anxiety, depression, shame, anger, worry, boredom, and hopelessness), but

their effect sizes vary substantially across studies (Skinner et al., 2008; Mitchell and

DellaMattera, 2011; King et al., 2012; McMahon et al., 2013; Liu et al., 2016).

The results of this study provided strong arguments in favor of equipping teachers with

the appropriate resources and assistance to appropriately meet the needs of their students beyond

academic instruction. The slightly negative relationship between motivation and achievement

isolated the issue at hand: finding ways to capitalize on these relationships, which will act as

catalysts for student achievement (Nugent, 2009).

 In the study of Bernaus and Gardener (2008), it explains that the findings of their study is

not meant to suggest that what teachers do in the classroom is unimportant. Clearly, teachers

should use strategies that they believe will motivate students, improve skill development, and

promote cooperation and a good classroom atmosphere.

In the study of Alice (2023), the findings revealed that teachers’ support is given to

students in the Federal Capital Territory, Abuja. The study found a positive correlation between

teachers’ support and students’ academic performance showing that increased teachers’ support

corresponds with better academic performance of Senior secondary students in Federal Capital

Territory, Abuja, Nigeria.

Student motivation can be affected by the teacher relationship as well. Students are more

likely to try, to learn and to participate when they feel motivated to better appease their teachers.

Findings supporting this implication have been seen in Practice and in articles (Johnston et al.,

2022; Sethi and Scales, 2020).

The results of this meta-analysis of 65 studies encompassing 121 effect sizes and 58,368

students revealed that teacher support was significantly correlated with students' academic

emotions, and that these relations were moderated by culture, age, and gender (Lei et al., 2017).

Developmental relationships strongly predicted academic motivation at both the

beginning and end of the school year, and also directly predicted students’ sense of belonging

and school climate (Scales et al., 2020).

 Overall, teacher support, as a form of social support, is likely to influence students’

learning engagement. Researches have reported a direct link between perceived teacher support

and learning engagement, teacher support can contribute to students’ learning engagement

(Roorda et al., 2017; Strati et al., 2017).

 BIBLIOGRAPHY

Roles and Responsibilities Teaching Service (2017). Victoria State Government.

https://www.education.vic.gov.au/hrweb/Document/

Reed, W. (2009). The Bridge is Built: The Role of Local Teachers in an Urban

Elementary School. The School Community Journal. Vol. 19, No. 1.

https://files.eric.ed.gov

Scales, C. et al. (2020). Effects of developmental relationships with teachers on middle-

school students’ motivation and performance. Wiley Online Library Psychology

in the Schools. p. 646-677. Volume 57, Issue 4. https://doi.org/10.1002/pits.22350

Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and

mathematics achievement in high school. The Journal of Educational Research. Pages 81-

94. Volume 111. https://doi.org/10.1080/00220671.2016.1204260