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

Prof. 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.

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 Year

1.2 Strands

1.3 Gender

1.4 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
Academic Performance
Relationship

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, the Southern Baptist College in 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.

Significance 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 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, refers to the person formally engaged in learning, especially one enrolled

in school.

Teacher in this study, refers to the person who teaches, especially in a school.

School Climate in this study, refers to the quality and character of each individual of school

life.

Environment in this study, refers to living things live in their environment they constantly

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

Academic Performance in this study, refers 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, refers to 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, refers to a feeling of belonging to or having affinity with a

particular person or group.

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

 Chapter 2

Review of Related Literature

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 discusses the Sampling Procedure, Data Gathering Process,

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

of this phenomenological research study is 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 will used a descriptive survey method 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 will calculate the sample size (N) given and that will result to 96 respondents

from (HUMSS), (ABM), (TVL), and (STEM). It will be conducted to the 4 strands respectively. Grade

11 and grade 12 with participants. The researchers will also use stratified random sampling method to

avoid biases. The researchers will use the Slovin’s Formula and to get the total of the students. Who

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. 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 will be

carefully laid out to obtain valid responses of the student’s perception.

Sampling Procedure

The respondents of this study will be the 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 will be 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 will be 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 the Class Adviser. A researcher
will adopt a questionnaire to be 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 will be responded through a questionnaire by senior high school students. It will be

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

analyzed with the data instruments of the study. Descriptive statistic such as frequency count, mean,

percent, and rank will be considered.

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

Product Moment of Correlation Coefficient will be 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
Likert Scale calculate the total number of responses for each sentiment level (Strongly Agree,

Moderately Agree, Agree, Disagree, Strongly Disagree). Add the totals, divide by the total number of

respondents:

5- Strongly Agree

4- Moderately Agree

3- Agree

2- Disagree

1- Strongly Agree

M 1−M 2 Where:
∑ ¿⌊ R
⌋ x 100
i=1

∑ ¿(SA+ MA + A+ D+ SD)
Replace the sum with the variable ∑.
 ∑
.100
TOTAL RESPONDENTS

The missing value is ∑.

Chapter IV

RESULTS AND DISCUSSION

This Chapter comprised the results from the data gathered through the use of survey

questionnaire. The findings were systematically presented, analyzed and interpreted following the

sequence of the research questions as enumerated and explained in the first chapter.

1. Demographic Profile of the Respondents

Table 1

Distribution of respondents in terms of Year

Year
Indicators Quantity Percentage
Grade-11 88 52.38%

Grade-12 80 47.62%

Total 168 100.00%

 The table shows that there were 88 Grade 11 respondents in which compromised

52.38% of the total population and there were 80 Grade 12 respondents that compromised

47.62% of the total population.

Table 1.1

Strands
Indicators Quantity Percentage
ABM 42 25.00%

HUMSS 47 27.98%

STEM 40 23.81%

TVL 39 23.21%

Total 168 100.00%

Distribution of respondents in terms of Strand

This table shows the HUMSS strands which is the majority respondents comprising of 47

quantities with 27.98% percent of the total, while the ABM have 42 quantities with 25.00% percent,

followed by STEM comprising of 40 quantities with 23.81% percent and the TVL has the lowest

representation of 39 quantities with 23.21% percent.

Table 1.2

Distribution of respondents in terms of Gender

Gender
Indicators Quantity Percentage

Male 74 44.05%

Female 94 55.95%

Total 168 100.00%

 This table shows that there were 74 male respondents, which compromised 44.05% of the total

number population and 94 female respondents that compromised 55.95% of the population.

Table 1.3

Distribution of respondents in terms of Age

Age
Quantit
Indicators Percentage
y
16-17 100 59.52%

18-19 66 39.29%

20-21 2 1.19%
Total 168 100.00%

This table shows that there are 59.52% participants of the study from age 16-17, followed by

39.29% from ages 18-19 and 1.19% from ages 20-21.

Table 2

Statement Mean Standard Interpretations

Deviations
1. My teacher provides support for all students. 3.85 0.88 Moderately
Agree
2. My teacher has a positive attitude on a daily 3.72 0.92 Moderately
basis Agree
3. My teacher cares about my academic and 3.89 0.94 Moderately
social well-being Agree
4. My teacher is sensitive to all student 3.29 0.98 Agree

5. My teacher views me as an important part of 3.55 1.01 Moderately

the classroom Agree

6. My teacher motivates me to give my best 3.88 1.02 Moderately

effort Agree
7. I admire my teacher 3.26 1.14 Agree

3.77 1.05 Moderately

8. My teacher uses various cultural activities in Agree
the lesson, like experimentation, case
studied, live examples etc.
9. My teacher guides students in a positive 3.91 0.94 Moderately
direction for their personal growth Agree

10.My teacher encourage student feedback 3.63 0.99 Moderately

Agree
11.My teacher acknowledge student effort 3.75 1.03 Moderately
through recognition and praise Agree
12.My teacher calls upon student in the decision- 3.55 0.86 Moderately
making process Agree
13. My teacher uses examples of student 3.73 0.95 Moderately
background experiences, beliefs and knowledge Agree

14. My teacher provides high and clear 3.58 0.97 Moderately

expectations for academic performance Agree
15.My teacher let students take risk in classroom 3.44 0.97 Moderately
learning activities Agree
16.My teacher takes the time to assist individual 3.73 0.90 Moderately
students that need help Agree
17.My teacher motivates students through 3.89 0.97 Moderately
inspiring teaching Agree
18.My teacher consistently engages students in 3.79 0.94 Moderately
meaningful classroom activities that are Agree
connected to the real-world experiences

19.My teacher makes teaching attractive by 3.67 0.90 Moderately

showing how theory is implemented in the real Agree
world
20.I have a positive view of my teacher 3.67 1.01 Moderately
Agree
21.My teacher focuses on stopping unwanted 3.72 0.04 Moderately
behaviour for the majority of the class period Agree
22. My teacher is accepting all students culture 4.06 1.03 Moderately
Agree
23. I am able to take risk in the classroom 3.43 0.88 Moderately
without feeling embarrassed Agree

24. I enjoy coming to my teacher’s classroom 3.46 1.00 Moderately

Agree

25. I view my teacher as a good person and I feel 3.81 0.95 Moderately
that my teacher is a coach, mentor or partner Agree
 26. I am able to ask for assistance without fear of 3.57 0.95 Moderately
rejection or embarrassment Agree

27. My teacher’s expectation are high, clear and 3.61 0.96 Moderately
fair for all students Agree

28. My teacher uses various strategies to 3.80 0.80 Moderately

promote unity, order satisfaction, and less Agree
conflict to the classroom

29. My teacher connects emotionally with the 3.78 0.90 Moderately

students Agree

30. My teacher expect me to succeed 3.90 0.84 Moderately

Agree
31. My teacher is patient with students when 3.76 0.89 Moderately agree
directing them to learn appropriate behaviours

32. My teacher has a good attitude 3.79 0.97 Moderately

Agree
33. My teacher makes positive comment about 3.73 0.91 Moderately
the student’s abilities to learn Agree
34. My teacher’s classroom is structured with 3.45 0.97 Moderately
routines and procedures Agree

35. My teacher conducts him/herself 3.89 0.89 Moderately

professionally Agree

Average 3.69 0.65 Moderately

Agree

The table shows that 3.85 mean and 0.88 standard deviation of the total respondents are

“moderately agree” in the statement “My teacher provides support for all students” as to when students

respond. 3.72 mean and 0.92 standard deviation of the total respondents are “moderately agree” in the

statement “My teacher has a positive attitude on a daily basis” as to when students respond. 3.89 mean

and 0.94 standard deviation of total respondents are “Moderately agree” in the statement “My teacher

cares about my academic and social well-being” as to when students respond. 3.29 mean and 0.98

standard deviation of total respondents are “agree” in the statement “My teacher is sensitive to all

student” as to when students respond. 3.55 mean and 1.01 standard deviation of the total respondents

are “moderately agree” in the statement “My teacher views me as an important part of the classroom”
as to when students respond. 3.88 mean and 1.02 standard deviation of the total respondents are

“moderately agree” in the statement “My teacher motivates me to give my best effort” as to when

students respond. 3.26 mean and 1.14 standard deviation of total respondents are “agree” in the

statement “I admire my teacher” as to when students respond. 3.77 mean and 1.05 standard deviation

of total respondents are “moderately agree” in the statement “My teacher uses various cultural

activities in the lesson, like experimentation, case studied, live examples etc.” as to when students

respond. 3.91 mean and 0.94 standard deviation of total respondents are “moderately agree” in the

statement “My teacher guides students in a positive direction for their personal growth. 3.63 mean and

0.99 standard deviation of total respondents are “moderately agree” in the statement “My teacher

encourage students feedback” as to when students respond. 3.75 mean and 1.03 standard deviation of

the total respondents are “moderately agree’ in the statement “My teacher acknowledge student effort

through recognition and praise” as to when students respond. 3.55 mean and 0.86 standard deviation of

the total respondents are “moderately agree” in the statement “My teacher calls upon student in the

decision-making process” as to when students respond. 3.73 mean and 0.95 standard deviation of the

total respondents are “moderately agree” in the statement “My teacher uses examples of student

background experiences, beliefs and knowledge” as to when students respond. 3.58 mean and 0.97

standard deviation of the total respondents are “moderately agree” in the statement “My teacher

provides high and clear expectations for academic performance” as to when students respond. 3.44

mean and 0.97 standard deviation of the total respondents are “moderately agree” in this statement

“My teacher let students take risk in classroom learning activities” as to when students respond. 3.73

mean and 0.90 standard deviation of the total respondents are” moderately agree” in this statement

“My teacher takes the time to assist individual students that need help” as to when students respond.

3.89 mean and 0.97 standard deviation of the total respondents are “moderately agree” in this

statement “My teacher motivates students through inspiring teaching” as to when students respond.

3.79 mean and 0.94 standard deviation of the total respondents are “moderately agree” in the statement

“My teacher consistently engages students in meaningful classroom activities that are connected to the

real-world experiences” as to when students respond. 3.67 mean and 0.90 standard deviation of the

total respondents are “moderately agree” in the statement “My teacher makes teaching attractive by
showing how theory is implemented in the real world” as to when students respond. 3.67 mean and

1.01 standard deviation of the total respondents are “moderately agree” in the statement “I have a

positive view of my teacher” as to when students respond. 3.72 mean and 0.04 standard deviation of

the total respondents are “moderately agree” in the statement “My teacher focuses on stopping

unwanted behavior for the majority of the class period” as to when students respond. 4.04 mean and

1.02 standard deviation of the total respondents are “moderately agree” in the statement “My teacher is

accepting all students culture” as to when students respond. 3.43 mean and 0.88 standard deviation of

the total respondents are “moderately agree” in the statement “I am able to take risk in the classroom

without feeling embarrassed” as to when students respond. 3.46 mean and 1.00 standard deviation of

the total respondents are “moderately agree” in the statement “I enjoy coming to my teacher’s

classroom’ as to when students respond. 3.81 mean and 0.95 standard deviation of the total

respondents are “moderately agree” in the statement “I view my teacher as a good person and I feel

that my teacher is a coach, mentor or partner” as to when students respond. 3.57 mean and 0.85

standard deviation of the total respondents are” moderately agree” in the statement “I am able to ask

for assistant without fear of rejection or embarrassment” as to when students respond. 3.61 mean and

0.96 standard deviation of the total respondents are “moderately agree” in the statement “My teacher’s

expectation are high, clear and fair for all students” as when the students respond. 3.80 mean and 0.80

standard deviation of the total respondents are “moderately agree” in the statement “My teacher uses

various strategies to promote unity, order satisfaction, and less conflict to the classroom” as to when

students respond. 3.78 mean and 0.90 standard deviation of the total respondents are “moderately

agree” in the statement “My teacher connects emotionally with the students” as to when students

respond. 3.90 mean and 0.84 standard deviation of the total respondents are” moderately agree” in the

statement “My teacher expect me to success” as to when students respond. 3.76 mean and 0.89

standard deviation” in the statement “My teacher is patient with students when directing them to learn

appropriate behaviors” as to when students respond. 3.79 mean and 0.97 standard deviation of the total

respondents are” moderately agree’ in the statement “My teacher has a good attitude” as to when

students respond. 3.73 mean and 0.91 standard deviation of the total respondents are “moderately

agree” in the statement “My teacher makes positive comment about the student’s abilities to learn” as
to when students respond. 3.45 mean and 0.97 standard deviation of the total respondents are”

moderately agree” in the statement “My teacher’s classroom is structured with routines and

procedures” as to when students respond. 3.89 mean and 0.89 standard deviation of the total

respondents are “moderately agree” in the statement “My teacher conducts him/himself

professionally” as to when students respond. In summary the average of 3.69 mean and 0.55 standard

deviation of the overall student’s response is “moderately agree”.

This table show that the highest mean value of 4.06 which is moderately agree in the

statement” My teacher is accepting all students culture” and the second highest mean value of 3.91

which is moderately agree in the statement “My teacher guides students in a positive direction for their

personal growth” and third highest mean value of 3.90 which is moderately agree in the statement “My

teacher expect me to succeed”. This implies that open classroom climate can nurture positive

interpersonal student teacher relationships and then further strengthen student’s willingness to

cooperate, take responsibility and share (Roorda et al., 2011; Manganelli et al). Moreover, the

institution educates students to become responsible citizen with well-developed mindset and to

produce researchers, scientist, and many other experts, Ravtich (2010).

Table 3

Indication Mean Standard Interpretation T-Test Critical

Deviatio Value
n

Student-Teacher 3.69 0.65 Moderately Agree 2.4574E-257 1.984

Relationship and
Academic
Performance

Table 3 present the result of Student-Teacher Relationship and Academic Performance of

Senior High School Students based on the mean value of 3.65 and 0.65 standard deviation of the total
respondents are interpreted as “moderately agree” in the statement. The result of t-test has computed

2.457E-257 and has critical value of 1.984 which is less than the significance level of 0.05. The results

of the finding statistical analysis in this table they have a null hypothesis were all accepted.

This implies that even if students have a good relationship with their teachers, the relationship

may not be enough to improve their academic performance particularly in High School, Barile et al.

(2012). When student increase their grade levels, they will spend more time on their homework and on

trying to get better academic performance (Ai, 2015, Ma, 2015). The change in emotion could lead to

different developmental trajectories of well-being and academic performance over time. In addition, as

students grow and mature mentally, the role of student-teacher relationship will also change, which

will have a different impact on student’s outcomes (Hamre and Pianta, 2001).

CHAPTER V
SUMARRY CONCLUTIONS AND RECOMMENDATIONS

This chapter present the summary, conclusions and recommendations of the study.
Summary
This study sought to find out the Student-Teacher Relationship and Academic Performance of
Senior High School Students, it answered the following questions:
1. What are the demographic characteristics of the Senior High School Students in terms of?
1.1 Year
1.2 Strands
1.3 Gender
1.4 Age
2. What is the level of the student-teacher relationship among senior high school students of SBC?
3. Is there a significant relationship between the level of student teacher relationship and academic
performance of Senior High School students?

This study covered all the Senior High School Students (ABM, HUMSS, STEM, and TVL)
of the school year 2023-2024.

The descriptive survey method was used in this study and the researcher used the STRQ which
contains one major part with 35 questions.
To analyze and interpret the data the weighted mean and t-test data were used.
Findings

The findings of the study reveal that

1. The researcher have a gathered Socio-Demographic Profile of respondents showed that in

terms of year there were 88 Grade 11 respondents in which compromised 52.38% of the total

population and there were 80 Grade 12 respondents that compromised 47.62% of the total population

of senior high school students by the use of random sampling techniques. In terms of stands the

researcher found out the result of HUMSS strands which is the majority respondents comprising of 47

quantities with 27.98% percent of the total, while the ABM have 42 quantities with 25.00% percent,

followed by STEM comprising of 40 quantities with 23.81% percent and the TVL has the lowest

representation of 39 quantities with 23.21% percent the overall total of the respondents has a 168

which is 100% percent among senior high school students. In terms of age the result will be showed a

total of 74 male respondents, which compromised 44.05% of the total number population and 94

female respondents that compromised 55.95% of the total population of senior high school students.

Therefore, the result of this category has 9.52% participants of the study from age 16-17, followed by

39.29% from ages 18-19 and 1.19% from ages 20-21 at Southern Baptist College of Senior High

School Students.

2. The finding of the study gathered by the respondents scores increased during the mean and

standard deviation average of 3.69 mean and 0.55 standard deviation of the overall student’s response

is “moderately agree”. This result showed that the highest mean value of 4.06 which is moderately

agree in the statement “My teacher is accepting all students culture” and the second highest mean
value of 3.91 which is moderately agree in the statement “My teacher guides students in a positive

direction for their personal growth” and third highest mean value of 3.90 which is moderately agree in

the statement “My teacher expect me to succeed”. This data calculated by the total number of

responses for each sentiment level which is “moderately agree”. The scores of these STRQ are

interpreted as an average total of 4.06, 3.91, and 3.90 whereas the result of scores on mean and

deviation are interpreted as great results.

3. The result of t-test has computed 2.457E-257 and has critical value of 1.984 which is less

than the significance level of 0.05. This kind of data gathered which reveals the t-test result -257 that

significant different exist between student-teacher have an interpersonal inequality due to the fact has a

critical value of 1.984 that educate students gives more attention to their academic performance and

boost their confident and interpersonal ways to identify the skills and performance each task level of

their students. This implies that even if students have a good relationship with their teachers, the

relationship may not be enough to improve their academic performance particularly in High School.

Conclusion

In conclusion, research about Student- Teacher Relationship and Academic Performance of

Senior High School Students of Southern Baptist College determined that the null hypothesis of this

study is accepted whereas, there is no significant relationship between the one variable.

Recommendations
Research supports that the importance of relationships between student-teacher which should in

turn influence students’ performance. The results of this study indicate that these relationships are

being nurtured in these schools investigated. However, a critical gap still exists between student-

teacher. This dilemma has led to the following recommendations for future research. Each level of

class will be determine the relationship between students and teacher with a specific interpersonal

performance. The class specific grade will provide a better presentation of the students’ performance

and academic learning skills. This field study conducts among students-teacher and academic
performance of senior high school students to create a common definition of domain for participants.

The moderately agree response to the statement “My teacher is accepting all students culture”

encourage teacher to allows them to better understand their own ethnic and cultures as well as the

differences and nuances with their peers. The moderately agree in the statement “My teacher guides

students in a positive direction for their personal growth” the areas of growth that recommend have the

purpose to assist in identifying their needs and determining effective ways to overcome weaknesses

and enhance strengths of their interpersonal outcomes of their academic performance. The moderately

agree in the statement “My teacher expect me to succeed” encourage the teachers paly the vital role in

shaping future of their students by providing guidance, knowledge, and skills that enable students to

succeed academically and personally.