CHAPTER I

INTRODUCTION

Background of the Study

One of the most critical aspects of education is the relationship between teachers and

students. Through this relationship, teachers can connect with their students on a personal level

to understand their strengths, weaknesses, and individual learning styles. One-on-one

relationships help students feel supported and understood, and they are more likely to engage and

participate in their learning. This paper will discuss the professional practices teachers can use to

foster a one-on-one relationship with their students. A healthy student-teacher connection in the

classroom is one where the teacher and the student can respect and trust one another. "In their

study, (Jones and Lee, 2020) found that building trust and rapport through regular personal

interactions and demonstrating genuine care and concern for students can positively impact the

one-on-one relationship between teachers and students." This relationship can include getting to

know students better, giving them options, and motivating them to improve as learners every

day."Brown (2016) emphasized that creating a positive classroom environment, characterized by

respect, inclusivity, and support, can facilitate the development of a strong one-on-one

relationship between teachers and students." The relationship between students and teachers is

crucial to both parties' development.

Student-teacher relationships are necessary for the short term because they create a

thriving classroom environment, help students develop their worth, and improve their mental

health (Buffet, 2019). In addition to academic advantages, positive student-teacher relationships

improve mental health and assist students in developing self-worth (Admin, 2017). In the long
 2

term, student-teacher relationships can impact students' lives beyond the classroom. When

teachers form meaningful connections with their students, they can help students build

self-confidence and develop positive attitudes toward learning that will benefit them throughout

their academic and professional careers (Pekrun et al., 2017).

This study aims to conduct a systematic investigation and identification of effective

professional methods that teachers can utilize to create and sustain meaningful one-on-one

relationships with their students. The study aims to explore various strategies, techniques, and

practices that teachers can employ to establish positive and supportive relationships with

students, aiming to enhance student engagement, motivation, and academic outcomes providing

a safe and comfortable classroom environment for both students and instructors. This study

thoroughly examines relevant literature and empirical research. It provides evidence-based

insights and practical recommendations for educators to develop and maintain effective

one-on-one relationships with their students, thereby contributing to the existing knowledge on

best practices in teaching and fostering positive teacher-student relationships. Johnson (2019)

stated that developing a strong one-on-one relationship between teachers and students is crucial

for effective instruction and student engagement.

Statement of the Problem

This study focuses on the Practices for Building a One-On-One Relationship Between

Teachers and Students in TAPS Roxas-NASSIM.

Specifically, it will seek to find answers with the help of the following questions:

1. What are the professional practices for building a one-on-one relationship that most

teachers implement?
 3

2. What barriers and challenges do teachers and students face while implementing the

professional practices for building a one-on-one relationship?

3. What is the effectiveness of using professional practices for building one-on-one

relationships?

Objectives of the Study

This study aims to offer insights and suggestions for enhancing the educational quality and

providing a safe and comfortable classroom environment encouraging better learning and

teaching outcomes fostering efficient and positive one-on-one interactions between educators

and students in TAPS NASSIM ROXAS CAMPUS.

1. To identify professional practices for building a one-on-one relationship that teachers use

to foster a stronger relationship with their students.

2. To investigate the potential challenges and barriers that hinder the implementation of

professional practices for building a one-on-one relationship.

3. To find out the effectiveness of implementing professional practices for building a strong

one-on-one relationship between teachers and students.

4. To propose recommendations for supporting the development of one-on-one

relationships.

Significance of the Study

This study will help improve the quality of education and positively impact the overall

learning and teaching experience for both students and teachers. The study can help create a

supportive learning environment that fosters academic growth, social and emotional

development, and positive behavior by identifying effective practices for building strong
 4

relationships between teachers and students, providing them a safe and comfortable classroom

environment. The result of the survey will merit the following:

This research will benefit Teachers by increasing job satisfaction and gaining a better

understanding and insights into student learning needs. This research can also lead to increased

professional growth, enhancing teaching effectiveness and resulting in better student outcomes

by forming professional student-teacher relationships.

This research will help students to increase engagement in class and improve their

academic performances while enhancing their well-being. A one-on-one professional

relationship with their teacher will help them feel comfortable and supported, helping the

students perform much better in class.

For Future Researchers, in supporting innovative research, the ideas could be used as a

future reference who would like to undergo a similar or related study to pursue further

development and enhancement.

Through this study, researchers have brought insights into different diverse talents and

built a productive research group. Whereby every group member showed enthusiasm.

Scope and Delimitation

This study is entitled “Professional Practices on Building a One-on-One Relationship

Between Teachers and Students in TAPS ROXAS NASSIM” This research will be conducted in

TAPS ROXAS NASSIM to identify effective strategies for building and maintaining positive

one-on-one relationships between teachers and students to examine the impact of teacher-student

relationships on academic achievement and overall student well-being.

This study focuses on a deeper understanding of the Qualitative Research on building

one-to-one relationships between teachers and students under the senior high level of Taps
 5

Roxas and how it reflects the academic and work performances of both teachers and students.

The participants of this study are limited to 14 students per strand in the senior high school grade

level, a total of 42 students only specifically in TAPS ROXAS NASSIM. We will collect data

through surveys and questionnaires which will be answered through google forms to gain an

in-depth understanding of the phenomenon being studied. The study focuses on students and

teachers in the school year 2022-2023.

Respondents: Number of Respondents:

11 STEM 7

11 ABM 7

11 HUMSS 7

12 STEM 7

12 ABM 7

12 HUMSS 7

TOTAL 42

Definition of Terms

The following terms used in this study are defined conceptually and operationally.

Teacher-student relationship - the connection between a teacher and a student in an

educational context involving emotional, behavioral, and cognitive components. It can

significantly impact the student's academic performance, engagement, and well-being.

Social-emotional learning (SEL) - is developing skills, knowledge, and attitudes that

promote social and emotional competence.

 6

Academic achievement - refers to the level of success a student has in their academic

pursuits, such as achieving high grades or academic honors, demonstrating proficiency in a

subject area, or meeting specific academic standards.

Student engagement - refers to the degree of participation, interest, and enthusiasm a

student demonstrates toward their learning and educational activities.

Motivation - is the drive or desire to take action toward achieving a goal or fulfilling a

need.

Communication - refers to the exchange of information, ideas, and thoughts between

individuals or groups.

Trust - is the belief or confidence in another person's reliability, integrity, and honesty. In

education, trust is essential for building positive relationships between teachers and students,

promoting effective communication, and fostering a supportive and safe learning environment.

One on one - denoting or referring to a situation in which two parties come into direct

contact, opposition, or correspondence

Professional Practice - used to describe activities which will help you apply your

knowledge to your industry, job role or workplace.

 CHAPTER II

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents literature and studies, both foreign and local, that tackle the impact

of teacher-student relationships on student outcomes and research that explores the different

strategies and approaches teachers can use to develop strong connections with their students.

This chapter comprehensively reviews the literature and studies related to professional practices

for building one-on-one relationships between teachers and students. This study is divided into

two categories: a) Teacher-student relationship quality, b) Student engagement, c) Classroom

management, d) Building Teacher-Student Relationship

Foreign Literature

Teachers and students interact both within and outside the classroom, which feeds into

the quality of teacher–student relationships. Interactions may concern only short behavioral

exchanges; relationships, conversely, encompass more generalized interactional patterns

(Hendrickx et al., 2016). According to Berman-Young (2014), pupils transfer patterns of

adaptation to interactions with new adults and new situations while also potentially learning new

patterns of adaptation. From these situations, one could see that classroom engagement fosters

student-teacher interactions due to good relationships. The teaching-learning process based on

relationships engenders the critical thinking and inquiring skills required from learners to

emancipate themselves in various situations (Du Preez & Botha, 2018). Viewing these

perspectives shows evidence that students’ interactive relationships with their teachers will help

them learn how to navigate the classroom environment and beyond (Berman-Young, 2014).

Hamre and Pianta (2013) concluded that children with full interactive engagement with their
 8

teachers would develop positive motivational beliefs about school and classroom engagements,

which would positively impact their academic performance.

Local Literature

According to Ray T. Obispo, Gilbert C. Magulod Jr., and Darin Jan C. Tindowen (2021),

Higher educational institutions in the Philippines have their role in the progress and development

of society and aim to prepare scientific, technical, managerial, and administrative cadres in

modern societies for the workplace, which are the top concern of the educational system.

Academia has a vital role in the improvement of a country's workforce. As one of the most

prominent figures in academia, the teacher plays an essential role in students' schooling and

education. Teachers are vital in helping schools to deliver quality education through the effective

and efficient utilization of effective classroom management and discipline. Promoting the best

learning environment possible is the primary focus of the classroom teacher's responsibility. As a

result, teaching is a dynamic occupation that is influenced by various factors, including learner

and teacher characteristics, school and community relations, and learning resources. While all of

these factors contribute to a positive teaching experience, it is widely acknowledged that the

teacher-student interpersonal relationship is critical to the teaching and learning process.

Classroom management styles in the Philippines are one of the factors that affect

teachers' classroom behavior (Rahimi & Asadollahi, 2012; Rokita-Jaśkow, 2016). The degree of

teacher participation with students and the type of control teachers exercise over their students

are called classroom management styles (Burden, 2020). Teachers who use a specific classroom

management style can significantly impact how they react to their students' actions and how they

educate them. Classroom management styles are integral to a teacher's success in creating a

healthy and productive learning atmosphere that encourages students to obtain a high-quality
 9

education (Jones et al., 2014). As a result, determining a teacher's classroom management

orientation can aid in selecting acceptable or desired teaching activities in the classroom. It is

necessary to examine how teachers execute classroom management styles. From an interpersonal

perspective on teaching, a friendly classroom climate unquestionably generates and retains an

optimistic, warm classroom atmosphere conducive to learning (Denscombe, 2013; Erasmus,

2019). Teachers and students need to feel at ease in their classrooms for teaching and learning to

be interesting, enjoyable, and meaningful. The role of teachers in classroom management is

critical to creating a proactive learning atmosphere (Banks, 2014; MacSuga-Gage et al., 2013;

Wolff et al., 2014). Classroom management involves setting boundaries for mental, emotional,

physical, and intellectual environments (Burden, 2020). This makes for more effective teaching

and learning. There are numerous ways to assist teachers and students in improving their

interpersonal relationships. Different teachers argue for varying degrees of student control. Some

teachers prefer a structured learning environment, while others prefer to build a comfortable

environment where students feel free to take chances and be innovative (Hornstra et al., 2015;

Kangas et al., 2017). One of the fundamental tenets of classroom management is a teacher's

classroom management style, which promotes positive and negative interactions between the

teacher and the students (Aloe et al., 2014; Cangelosi, 2013; Gremmen et al., 2016; Meece &

Eccles, 2010). Some teachers often engage in unpleasant interactions with students, such as

criticizing bad posture, pointing out errors, making derogatory remarks about improper social

behavior, and frowning to express disapproval (Jahangiri & Mucciolo,; Lumadi, 2013). Other

teachers also believe they are responsible for pointing out where the students have gone astray.

Other teachers usually communicate with students positively, such as by complimenting good
 10

posture, praising achievements, making positive statements about acceptable social behavior, and

smiling to display approval (Fisher et al., 2014).

Foreign Studies

According to the past study by Bunmi Isaiah Omodan & Cias T. Tsotetsi (2018), there is

a significant relationship between student-teacher relationships and the academic performance of

secondary school students in Nigeria. This study aligns with Spilt, Hughes, Wu, and Kwok

(2013), who argue that students who experience conflicting relationships with their teachers have

feelings of distress and insecurity, restricting their ability to concentrate on learning. This study

was also supported by Fosen (2016) who found that teachers’ relationships with students are not

only beneficial to students but equally significant to teachers’ performance. Good student-teacher

relationships are positively correlated to teachers’ job satisfaction and effectiveness. Since there

is a correlation between the Journal of Social Studies Education Research 2018: 9 (4), 82-101

student-teacher relationships, it has justified the argument of Krstic (2015) that when emotional

support is consistently provided by a teacher in a safe environment, it helps children to be more

self-reliant. They also learn better because they are sure that an adult will guide and help them.

That may be the reason why Krstic (2015) also concluded that when children feel safe and

comfortable, their willingness to explore is encouraged and activated. The findings of the study

also reveal that there is a significant relationship between classroom engagement and the

academic performance of students in secondary schools in Nigeria. This is supported by the

research of DeTeso (2014) that children who have been described as actively engaged in

classroom activities have been found to have more positive academic outcomes. It also supports

the conclusion by Okolocha and Onyeneke (2013), that secondary schools are the application of

pedagogical knowledge into a classroom-oriented plan of action which constitute the most
 11

essential fabric upon which the success of the school, its administration, and the entire

democratic process rest. This showed that students’ interactions and engagement with their

teachers will help them learn how to navigate the environment of the classroom (Berman-Young,

2014). This is also in line with attachment theory which could be used to better understand how

children develop positive working relationships with their teachers (DeTeso, 2014). The findings

of the study further revealed that there is a significant relationship between motivation and the

academic performance of students in secondary schools in Nigeria. This, according to OECD

(2013).

Local Studies

According to a recent study done by Ray T. Obispo, Gilbert C. Magulod Jr. and Darin Jan

C. Tindowen (2021) in University Of Saint Louis Tuguegarao The relationship between students

and teachers is critical in the classroom setting (Myers & Clas, 2013). In a similar vein, the class

environment is defined as the collective expectations of students with respect to shared

relationships within the classroom, lesson organization, and student learning tasks (Goddard et

al., 2015). It is worth emphasizing that the classroom atmosphere has a significant influence on

how students and teachers get along. Positive student teacher relationships help to rebuild and

establish reciprocal ties that aid in student retention (Riley, 2013).

Findings showed that most teachers in Saint Louis Tuguegarao use an authoritative style

of classroom management (Lovorn & Holaway, 2015; Uibu & Kikas, 2014; Wubbels et al.,

2014). This is also due to the fact that quality education emphasizes task-oriented learning. As a

result, the authoritative environment focuses on a well-structured, fun-filled, and task-oriented

classroom (Wubbels et al., 2013). Furthermore, previous research has shown that authoritative

teachers often use expected and logically organized lecture methods (Barni et al., 2018;
 12

Greogory et al., 2012; Torff & Kimmons, 2021). The results could further suggest that, since

instructors are authoritative in terms of classroom management, it is fair to conclude that they

often use the lecture form. One of the instructors' primary perspectives reveals that their model

classroom management style is a hybrid of authoritative and democratic management styles. This

means that, despite the teacher's rules and policies, there is still room for independence and

freedom in the classroom. Additionally, previous research has revealed that among the various

classroom management styles used by teachers, the combination of democratic and authoritative

styles is the most frequently used, as these two styles are inextricably linked and will

undoubtedly result in more positive outcomes for students (Flemming, 2016; Strawhacker et al.,

2017; Zhang et al., 2015).Classroom instruction is a challenging task performed in a difficult

environment (Al-Madani, 2015; Kaiser & Stender, 2013). With this concept, it can be inferred

that the utilization of classroom management styles may depend on the kind of classroom a

teacher experiences. Students also talk to their professors about their issues and concerns. This

means that students often share their personal interests with their instructors, and have already

developed a sense of openness toward their instructors. These also suggest that instructors have

built solid, genuine relationships with their students. According to Zeichner and Liston (2013), in

order for a transformation of the classroom to take place, teachers must see students as

individuals and eliminate traditional student-teacher roles and boundaries that discourage

relationships, focusing instead on a trusting learning environment built on mutual connectedness.

Teacher–Student Relationship Quality

According to (Campbell 2013), Teachers who show students respect, fairness, kindness,

compassion, patience, understanding, commitment and trustworthiness, and who establish and

maintain caring, warm, and supportive teacher–student relationships, manifest significant ethical
 13

principles and virtues that are built into the professional ethics of teaching Those who are kind,

fair and sensitive to students’ voices and needs, and who engage in trustful, collaborative, and

respectful teacher–student relationships, demonstrate a teacher style in line with the UN

Convention on the Rights of the Child (Urinboyev, Wickenberg, and Leo 2016). Beyond teacher

ethics and children’s rights, positive, warm, and supportive teacher–student relationships have

been associated with successful classroom management (Marzano, Marzano, and Pickering,

Wubbels et al. 2015) and effective teaching

Meta-analyses have consistently demonstrated that positive, warm, and supportive

teacher–student relationships are associated with greater student achievement (Cornelius-White,

Roorda et al. 2017, ), student cognitive skills (Vandenbroucke et al. 2018) and students’ sense of

school belonging (Allen et al. Citation2018), as well as with fewer behavioral problems (Lei,

Cui, and Chiu Citation2016). Teacher–student relationship quality and student engagement are

also found to be indicators of school quality (Moreira et al. 2019).

Student Engagement

Student engagement refers to ‘students being actively involved in their learning tasks and

activities’ (Lei, Cui, and Zhou 2018, 517). Chang, Chien, and Chou (2016, 2241) define it as ‘the

degree to which students are engaged in learning in the formal education process and refers to

the time, effort, and energy they commit to educational learning tasks’. Student engagement is a

multidimensional construct that includes behavioral, affective, and cognitive engagement

(Chang, Chien, and Chou Citation 2016; Harbour et al. 2015; Lei, Cui, and Zhou 2018).

Behavioral engagement refers to students’ actions and participation in their learning,

including learning activities, such as their conduct, effort, and involvement in classroom learning
 14

activities and homework. Affective engagement (also termed emotional engagement) refers to

students’ feelings towards their school, learning, and teachers, including their attitudes towards

education, feelings of connectedness and identification with the school, and levels of interest,

boredom and other emotions related to school and learning. Cognitive engagement refers to

cognitive, self-regulation, goal-directed, and learning strategies that students use in academic

tasks and learning processes (Harbour et al. 2015; Hart, Stewart, and Jimerson 2011; Lei, Cui,

and Zhou 2018; Quin 2017). Previous studies have revealed a positive association between

student engagement and academic achievement (for meta-analyses, see Lei, Cui, and Zhou 2018;

Roorda et al. 2017). In other words, students who are more engaged in their schoolwork,

classroom tasks, homework, and academic learning tend to achieve more and receive higher

grades. Moreover, Chang, Chien, and Chou (2016) and Lei, Cui, and Zhou (2018) showed that

behavioral, affective, and cognitive engagements were all positively related to academic

achievement. In other words, each one of the three forms of student engagement is uniquely

associated with – and thus an indicator of – students’ learning and achievement at school. We

have delimited our study to two forms: affective and behavioral engagements. Considering the

link to academic achievement, increasing our understanding of how teachers might affect student

engagement is important.

According to previous meta-analyses, a higher quality of teacher–student relationship is

related to greater student engagement (Roorda et al. 2017). Whereas the vast majority of studies

have examined the association between teacher–student relationship quality and student

engagement cross-sectionally, fewer studies have investigated the longitudinal link between

these variables (for a systematic review, see Quin 2017). While previous longitudinal studies in

general have demonstrated that teacher–student quality predicts student engagement over time
 15

(Quin 2017; for more recent studies, see Hughes and Cao 2018; Martin and Collie 2019; Zee and

Koomen 2019), less is known about whether student engagement predicts teacher–student

quality over time, and whether the longitudinal association between the two variables is

unidirectional or bidirectional. A study conducted by Engels et al. (2016) suggests unidirectional

effects from teacher–student relationships on students’ behavioral engagement over time, but

more research is needed

Classroom Management Style

Classroom management styles are consistently associated with variations in student

behavior. In fact, the ratio of positive to negative experiences between teachers and students was

eight to one in classrooms where students were on task, attending, following directions, and

participating appropriately (Gage et al., 2018). The teacher, as one of the most prominent figures

in academia, plays an important role in students' schooling and education. Teachers are vital in

helping schools to deliver quality education through the effective and efficient utilization of

classroom management and discipline. Promoting the best learning environment possible is the

primary focus of the classroom teacher’s responsibility. Teachers who have a structured plan for

discipline and procedures feel more in charge and informed, according to certain studies on

classroom management (Burden, 2020; Greenberg et al., 2014). As a result, when teachers are

able to concentrate less on discipline, they may devote more time to creating a curriculum that

encourages higher achievement. According to Brody (2013), there are four fundamental

approaches to classroom management styles. These include democratic, authoritative, autocratic,

and permissive or laissez-faire styles. The democratic management style generates an

environment of independence in the classroom, enabling students to communicate their thoughts

and desires while leaving the final decision to the teacher. The autocratic model, on the other
 16

hand, indicates a coercive and dictatorial approach to classroom management. Instructors who

use this approach rely on their own experience, expertise, and understanding while ignoring the

learners’ viewpoint. Furthermore, an authoritarian style imposes restrictions and controls on

students while also encouraging individuality. Finally, the laissez-faire model signifies full

control by the students with no input from the teacher.

Building Teacher-Student Relationship

Communicating warmth and high expectations equally and ensure that all students not

only are engaged and motivated to learn but also achieve well (Saavedra, 2021). Saavedra (2021)

described this trait as ‘leveraging affection’, relationships with students are a tool to support

them with a connection with their learning; they are not for their own sake. Expert teachers in

this study were able to draw on a wide variety of strategies to re-engage students who were

misbehaving, share ideas and ask probing questions to elicit deeper understanding. This mirrors

the concept of ‘warm’/‘strict’, described by Lemov (2021) in his study of effective teachers in

American public schools.

Building connections with students allows for teacher-student relationships to continue to

mutually grow and sustain. Jordan’s summary of Relational-Cultural Theory is summarized by

Frey: “ working with relational connections and disconnections, including therapist commitment

to working through disruptions in the therapeutic relationship; focusing on the development of

mutual empathy, including self-empathy; working through and restructuring negative relational

images; therapist responsiveness, authenticity, and willingness to be impacted by the client;

fostering relationship resilience; and validating and incorporating clients’ cultural and social

contexts” (Frey, 2013, p. 179). The applicability towards the educational setting is notable in that

educators are already challenged to develop relational skills with their students. Spencer et al.
 17

(2015) conducted a qualitative study about the applicability of Relational-Cultural Theory to how

urban and suburban youth engaged with important adults in their lives. Their research yielded

several concepts that a growth-fostering relationship entails. The major themes were authenticity,

mutuality, respect, and active engagement. The researchers noted that mutuality was significant

in fostering relationships when there was a relationship power differential between the youth and

their adult mentors. Teachers are facilitators of curriculum, but they also mentor and counsel

their students. As such, teachers strive to build meaningful relationships with their students.

Miller notes that “growth and development do not happen in isolation, but in relationship with

one another” (Miller, 2017). Further she notes that “meaningful change occurs when we

encounter new experiences, and these experiences happen in interaction with others” (Miller,

2017).
 CHAPTER III

METHODOLOGY

This chapter presents the method of research utilized in this study, the participants, the

sampling techniques used, the instrument, together with the procedure analysis.

Research Design

This study used qualitative analysis in a thematic way. Thematic provides a highly

flexible approach that can be modified for the needs of many studies, providing a rich and

detailed, yet complex account of data (Braun & Clarke, 2006; King, 2016). As thematic analysis

does not require the detailed theoretical and technological knowledge of other qualitative

approaches, it offers a more accessible form of analysis, particularly for those early in their

research career (Braun & Clarke, 2015). Researchers who are relatively unfamiliar with

qualitative methods may find that thematic analysis is easily grasped and can be relatively quick

to learn, as there are few prescriptions and procedures (Braun & Clarke, 2017; King, 2019).

Braun and Clarke (2013) and King (2014) argued that thematic analysis is a useful method for

examining the perspectives of different research participants, highlighting similarities and

differences, and generating unanticipated insights. Thematic analysis is also useful for

summarizing key features of a large data set, as it forces the researcher to take a well-structured

approach to handling data, helping to produce a clear and organized final report (King, 2020).

Source of Data

This study used qualitative methods to gather and analyze data. The majority of data were

gathered through online surveys and questionnaires. The respondents of this study were the

students from the senior high level because they are the ones who have enough knowledge to
 19

answer the questions posed in our study. We gathered fourteen responses per strand from the

senior high level, a total of 42 students through convenience sampling.

Table 1. Number of Students

Respondents: Number of Respondents:

11 STEM 7

11 ABM 7

11 HUMSS 7

12 STEM 7

12 ABM 7

12 HUMSS 7

TOTAL 42

Data Gathering Instrument

In data gathering, the researchers constructed a questionnaire that determined the

knowledge, viewpoints and understanding of senior high students on building a professional

relationship between their teachers in Top Achiever Private School (TAPS) Roxas Campus. The

content of the questionnaire was based on the statement of the problem. Open-ended questions

were used to assess the knowledge of students to gather information about professional practices

on one-on-one relationships. Participants answered through an online form where our surveys

and questionnaires were provided. Through google forms we used to gather, compile and record

the data from the participants.

 20

Data Gathering Procedure

The researcher conducted the research in taps Roxas Nassim, through surveys and

questionnaires answered through google forms where they explained to the respondents the

importance of their response to the study. The researchers then proceeded to clarify some terms

to the respondents. Hence, they answered the questions with full knowledge of their

responsibility as the subject of the study. The respondents answered honestly, where the

participants’ responses remained confidential. After the participants answered the given surveys

and questionnaires, the researcher analyzed and interpreted the responses.

 CHAPTER IV

RESULTS AND DISCUSSION

This chapter analyzes and interprets the data gathered from this study’s respondents.

TABLE 1. Questionnaire Respondent Turnout

Respondents: Number of Respondents:

11 STEM 7

11 ABM 7

11 HUMSS 7

12 STEM 7

12 ABM 7

12 HUMSS 7

TOTAL 42

Note: 100% Respondent Turnout

 22

Figure 1. The Professional Practices Most Teachers Implement

Figure 1 shows the respondent’s observation about the professional practices their

teachers implement. Based on the professional practices provided most respondents have

observed that most of the teachers don't implement the professional practices stated above.

20 out of 42 students answered yes on their teachers establishing rapport while 22 out of

42 respondents answered no, concluding that most teachers don’t even try to get to know their

students as an individual..

19 out of 42 students answered yes to their teachers listening actively while 23 out of 42

respondents answered no, meaning most teachers don’t give their full attention to their students

while they’re talking..

Out of 42 students, 25 stated that their teachers showed empathy more than the other

practices stated on the survey. Most teachers are understanding and compassionate with students

struggling.
 23

While 24 students out of 42 respondents stated that their teachers don't practice providing

support at all or communicating effectively. Which both have the most answers of no in the

survey provided.

19 out of 42 students answered yes to their teachers encouraging collaboration while 23

out of 42 respondents answered no. concluding that most teachers don’t facilitate opportunities

for students to work together on projects or assignments.

22 out of 42 students answered yes to their teachers providing feedback while 20 out of

42 respondents answered no, meaning teachers don’t regularly provide constructive feedback to

students on their progress and performance.

24 out of 42 students answered yes on their teachers being consistent while 18 out of 42

respondents answered no. which has the second most answers of yes on the survey provided

concluding that most teachers establish clear expectations and boundaries for behavior and

academic performance of students.

The surveyed students explained that the relationship they hold with their teachers help

them to improve their motivation, help them to interact with their teachers, and encourage them

to ask teachers for help and support whenever they need. Some students said that “by having a

good relationship with their teachers, students tend to be more interested in the learning process

and also they behave well.” Contrarily, other students pointed out that the relationship they hold

with their teachers needs improvement.

To support our findings, There are numerous ways to assist teachers and students in

improving their interpersonal relationships. Different teachers argue for varying degrees of
 24

student control. Some teachers prefer a structured learning environment, while others prefer to

build a comfortable environment where students feel free to take chances and be innovative

(Hornstra et al., 2015; Kangas et al., 2017).

Professional Practices

25 out of 42 respondents stated that [showing empathy ] is one of the professional

practices that their teacher mostly implements and the next one is [being consistent ]with the

total of 24 out 42 respondents .

Most respondents answered that their teachers are implementing professional practices

but the practices being implemented right now are only limited, which is the primary reason why

figure 1 has more respondents answering no on the professional practices provided on the survey

than yes.

In order to support our findings, According to Zeichner and Liston (2013), in order for a

transformation of the classroom to take place, teachers must see students as individuals and

eliminate traditional student-teacher roles and boundaries that discourage relationships, focusing

instead on a trusting learning environment built on mutual connectedness.

Challenges on the Implementation of Professional Practices

Respondent number twenty-three said, “unclear discussions, hard to understand lessons”

While respondent number thirty-seven also said “It is hard for me to cope up with my

lesson with some teachers.”

 25

23 out of 42 respondents stated that students encountered a lot of challenges when it

comes to the practices that their teachers implement, the majority of their answer is that they

don’t easily understand the lesson that is being discussed by their teachers.

Supporting the results of the findings, Some teachers often engage in unpleasant

interactions with students, such as criticizing bad posture, pointing out errors, making derogatory

remarks about improper social behavior, and frowning to express disapproval (Jahangiri &

Mucciolo,; Lumadi, 2013). Other teachers also believe they are responsible for pointing out

where the students have gone astray. Other teachers usually communicate with students

positively, such as by complimenting good posture, praising achievements, making positive

statements about acceptable social behavior, and smiling to display approval (Fisher et al., 2014).

Barriers on the Implementation of Professional Practices

15 out of 42 respondents claim that they encounter barriers regarding their teacher’s

implementation of professional practices.

Respondent number thirty-one answered “The barriers I've encountered are lack of

communication and different perspectives” also respondent number eighteen say that “yes there

are some barriers such as hard to communicate with them”

They reasoned out that one of the common barriers they encountered in implementing the

said practices is regarding interpersonal communication with their teachers. Some respondents

state that they've encountered a lack of communication.

 26

Supporting our findings, Hughes, Wu, and Kwok (2013), who argue that students who

experience conflicting relationships with their teachers have feelings of distress and insecurity,

restricting their ability to concentrate on learning.

Effectiveness of Professional Practices to the Student’s Academic Performance

Most respondents stated that the professional practices their teachers implement are not

effective

Respondent number four states that “ not really, they do use some practices but it is not

enough”

Respondent number twelve said. “no, because they are lacking and needs improvement”

On the other hand, respondent number two answered “ Yes, it's effective because of these

practices we are more likely to engage in our academic performance. We became active in class”

While respondent number sixteen also says “Yes definitely, because I find them trying

their hardest to teach us students including me and it makes me focus more when it comes to my

academics”.

The responses gathered were almost neutral, some agreed that professional practices were

effective for their academic performances and some did not agree that it was effective.Twenty

two out of forty-two students answered that most teachers lack the implementation of

professional practices which gives them a hard time to engage more in class and they said that

their teachers needs improvement in implementing professional practices while twenty of

forty-two students answered that the professional practices their teachers are implementing helps
 27

improve their academic performances such as they become interested in class and they become

more focused and active in their class.

Supporting our findings, The research of DeTeso (2014) states that children who have

been described as actively engaged in classroom activities have been found to have more positive

academic outcomes. Contrarily , Hughes, Wu, and Kwok (2013), who argue that students who

experience conflicting relationships with their teachers have feelings of distress and insecurity,

restricting their ability to concentrate on learning.

Engagement of Students Based on the Professional Practices Used

The respondents were asked if the professional practices their teachers implement helps

them more with their class engagement. Respondents number six provided valuable insights

regarding the benefits of using professional practices in teaching. “Yes, because it is a

professional practice for a reason. It helps us students learn better and understand the lessons

more clearly.”

Respondents number eight also stated “Yes, because I can understand the lesson better

and freely share my thoughts and opinions on a specific topic.”

Respondents number twenty-four stated that “no, they don't actually implement the

professional practices stated”

Respondents number twenty-five also stated that “no, they don't always use these

practices”
 28

23 out of 42 students responded yes because when a teacher uses best practices, students

are more likely to participate, learn more about the subject, comprehend the lesson more clearly

and freely, feel motivated to participate, and they become more interest in the topic

While 19 students responded no because their teachers lack the implementation of

professional practices for them to engage more in their classes.

To support our findings, the research of DeTeso (2014) states that children who have been

described as actively engaged in classroom activities have been found to have more positive

academic outcomes.

Things Students Could Do To Build A Strong and Encouraging Relationships with their
Teachers

Respondent number seven said “Communicating and understanding are two things I can

do to build a strong and encouraging relationship with my teacher. By communicating well with

my teacher, we can understand each other well, share our opinions, and have a better

relationship.”

Respondent number twenty-four said “communicating more and respecting them can

build a strong and encouraging relationships between teachers”

Respondent number eight said “I must learn about boundaries and make sure not to cross

them. Second, if I know my boundaries as a student, I can comfortably be able to interact with

my teachers but still not become disrespectful. Communication is key”

Respondent number seventeen said “We should respect them as a teacher and we should

know our boundaries”

 29

The majority of respondents stated that in order to build a positive and encouraging

relationship with their teacher, they can communicate with them, respect them, and be aware of

their boundaries.

To support this, according to (Campbell 2013), Teachers who show students respect,

fairness, kindness, compassion, patience, understanding, commitment and trustworthiness, and

who establish and maintain caring, warm, and supportive teacher–student relationships, manifest

significant ethical principles and virtues that are built into the professional ethics of teaching .

Those who are kind, fair and sensitive to students’ voices and needs, and who engage in trustful,

collaborative, and respectful teacher–student relationships, demonstrate a teacher style in line

with the UN Convention on the Rights of the Child (Urinboyev, Wickenberg, and Leo 2016).
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations of the thorough

study to further enhance the concepts and facts discussed in the preceding chapters as provided

by the results of the analysis of data.

Summary

This study focused on the importance of building strong one-on-one relationships

between teachers and students in the field of education. The study emphasized that a healthy

student-teacher connection was characterized by trust, respect, and understanding. It explored the

impact of trust-building, rapport, personal interactions,effective communication, and concern for

students on fostering positive relationships.

The objectives of the study were to identify professional practices for building strong

one-on-one relationships, examine the challenges faced by teachers and students in implementing

these practices, evaluate the effectiveness of these practices, and propose recommendations for

supporting the development of such relationships.

The significance of the study lay in its potential to improve the quality of education and

enhance the learning and teaching experience for both students and teachers. By identifying

effective practices, it could contribute to creating a supportive learning environment that fostered

academic growth.

The scope of the study was focused on TAPS Roxas-NASSIM, specifically exploring

qualitative research on building one-on-one relationships between teachers and senior high
 31

school students. The study's participants consisted of 42 students from different strands, and data

was collected through online surveys and questionnaires.

The research design employed was qualitative thematic analysis, allowing for a flexible approach

to data analysis. Thematic analysis helped to examine different perspectives, highlighted

similarities and differences, and generated new insights from the collected data.

Overall, this research paper aimed to provide evidence-based insights and practical

recommendations for educators to establish and maintain effective one-on-one relationships with

their students, ultimately enhancing student engagement, motivation, and academic outcomes.

Conclusions

Based on the results, the researchers, therefore, conclude that the professional practices

being implemented here in TAPS Roxas need improvements to be able to create a strong and

meaningful relationship between teachers and students. The researchers further assert that the

existing professional practices being implemented within TAPS Roxas, based on the results

obtained, do not sufficiently foster a meaningful relationship between teachers and students. This

conclusion underscores the need for reevaluating and enhancing the current strategies employed

to promote a more effective teacher-student connection.

The study conducted at TAPS Roxas identified several challenges in implementing

professional practices that affect teacher-student relationships. These challenges include unclear

boundaries, teachers who are difficult to approach and strictness. These factors make it difficult

to establish strong relationships and hinder effective communication and engagement.

 32

The study also found that the effectiveness of the professional practices at TAPS Roxas

was seen as neutral, with varying opinions from the students. While some students experienced

positive outcomes like increased engagement and active participation in class discussions, others

expressed dissatisfaction with teachers' communication skills and their understanding of the

subject matter.

Based on these findings, students stressed the importance of creating a safe environment,

fostering mutual respect, and setting clear boundaries to build strong and supportive relationships

with their teachers. These suggestions highlight the need for better communication and

understanding between teachers and students to improve the effectiveness of professional

practices and promote positive teacher-student relationships at TAPS Roxas.

The study's findings suggest that the current professional practices may be lacking in

building strong relationships within the educational context. It is evident that additional measures

and interventions are required to bridge the gap between teachers and students, facilitating a

more positive and conducive learning environment.

Recommendations

For Teachers

Based on the study's findings, the researchers recommend that teachers focus on

implementing several professional practices to create a supportive and engaging classroom

environment. One key practice is the establishment of a welcoming and supportive

atmosphere where inclusivity, respect, and support are emphasized. This can be achieved by

encouraging open communication, active listening, and empathy, as well as by recognizing and

appreciating students' individual strengths and contributions.

 33

Another crucial practice is the building of trust and respect between teachers and

students. This can be accomplished by being consistent, fair, and reliable in interactions with

students. It is important for teachers to be transparent about expectations, grading criteria, and

classroom rules, and to demonstrate genuine care for students' well-being and success.

Effective communication is also essential. Teachers should strive to maintain clear and

effective communication with their students. This includes providing timely feedback on

students' progress, assignments, and projects. Encouraging students to ask questions, seek

clarification, and express their thoughts and concerns is also important. Utilizing various

communication channels, such as in-person conversations, emails, and digital platforms, can help

foster strong connections with students and their families.

Additionally, providing supportive feedback and encouragement is vital. Teachers

should offer constructive feedback that focuses on student growth and improvement.

Recognizing and celebrating students' achievements and efforts can boost their motivation and

self-confidence. Assisting students in setting realistic goals and providing guidance on how to

attain them can further contribute to their overall development.

By implementing these professional practices, teachers can create a classroom

environment that is supportive and engaging. This, in turn, fosters strong and meaningful

relationships with students, enhancing their overall educational experience and promoting their

success.
 34

For Students

Forming a strong relationship with teachers requires active participation from students.

To build this connection, students should begin by showing respect. Being courteous, attentive,

and polite, and using appropriate language when communicating with teachers sets a positive

tone.

Active engagement in class is also crucial—participating in discussions, asking

questions, and displaying enthusiasm for learning demonstrates a genuine interest in the subject

matter and appreciation for the teacher's instruction.

Open communication is vital, where students should express their questions, concerns,

or suggestions respectfully and directly to their teachers. It's also important to recognize and

respect teachers' personal lives and boundaries outside of the classroom, understanding that they

have responsibilities beyond their role as educators. By actively contributing and fostering

mutual respect, students can form strong relationships with their teachers.

For Future Researchers

Based on the summary of this study, the researchers suggest several enhancements for

future researchers to consider.

Firstly, the sample size should be expanded beyond the limited forty-two respondents

used in this study. Utilizing a purposive sampling technique with a larger number of participants

would allow for a more comprehensive and accurate understanding of the subject matter.
 35

Secondly, the researchers recommend employing a mixed methods research design that

combines both quantitative and qualitative methods. By incorporating quantitative data,

statistical evidence can be obtained to support findings, while qualitative data can capture

nuanced insights and personal experiences. This comprehensive approach will provide a more

holistic understanding of the factors that influence teacher-student relationships.

Furthermore, future researchers are encouraged to explore teacher-student relationships

across different grade levels and educational contexts. This study focused solely on senior high

school students, but investigating how these relationships evolve in other educational stages and

settings can shed light on variations and potential influencing factors. Factors such as student

age, cultural background, socioeconomic status, and school characteristics can be considered to

better understand the development and nature of teacher-student relationships.

By considering these enhancements, future researchers can build upon this study and

contribute to a deeper understanding of teacher-student relationships, ultimately enriching the

field of research in this area.

BIBLIOGRAPHY
 37

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APPENDICES
 41

APPENDIX A: REQUEST LETTER

MIKE JEFFER DOMINGO

Principal

Dear Sir,

We are writing to request permission to conduct a research study on "Professional Practices for Building a
One-On-One Relationship Between Teachers and Students in TAPS Roxas-NASSIM". The purpose of
this research is to investigate the best practices for building and maintaining positive teacher-student
relationships in the context of TAPS Roxas.

We would like to request permission to conduct this research within the institution and to access any
relevant materials and records that may be required for the study. IWe assure you that all data collected
will be kept strictly confidential and all ethical considerations will be taken into account during the course
of the study. The data collected will only be used for the purposes of this research and will not be shared
with any third party without the prior consent of the participants.

Thank you for your time and consideration.

Sincerely,

Katrina Camille V. Isla

Angelbeth D. Reyes

April Ann B. Esteves

Johilson M. Nortado

Fidel V. Ramos

Noted by

KATHLENE ERAÑA
Research Adviser
 42

APPENDIX B: CONSENT LETTER

Dear Participants,

Greetings from Group 12!

We would like to invite you to take part in our survey on professional practices for building a
one-on-one relationship between teachers and students.

Your input is crucial in helping us better understand the importance of this relationship and the
strategies that educators can use to foster it. Participation in this survey is entirely voluntary, and
you have the right to decline to participate or withdraw from the study at any time without
consequence.

Your responses will be anonymous, and we will keep all data strictly confidential. By completing
this survey, you are providing your consent for us to use your responses for research purposes.
Your participation will be greatly appreciated, and the insights you provide will help us develop
better educational practices for improving the teacher-student relationship.

If you have any questions or concerns regarding this study, please do not hesitate to contact us.
Thank you for your time and participation.

Sincerely, Group 12

Katrina Camille V. Isla

Angelbeth D. Reyes
April Ann B. Esteves
Johilson M. Nortado
Fidel V. Ramos
Researcher Noted by

KATHLENE ERAÑA
MIKE JEFFER DOMINGO Research Adviser
Principal
 43

APPENDIX C: QUESTIONNAIRE

NAME(OPTIONAL) :_________________________________

GRADE & STRAND:__________

Directions: Please answer and put a (/) mark on the professional practices your teacher
implements. If they do not implement some practices provided below, leave it blank.

What are the Professional Practices your teachers

implement?

1. ESTABLISHING RAPPORT

(Getting to know each student as an individual)

(Looking for common interests or experiences you

can connect on)

2. LISTENING ACTIVELY

(Giving you their full attention when you’re

speaking)

3. COMMUNICATING EFFECTIVELY

(Using clear, concise language when giving

instructions or explaining concepts)

(Encouraging students to ask questions and provide

feedback)
 44

4. SHOWING EMPATHY

(Being understanding and compassionate towards

students who may be struggling)

5. PROVIDING SUPPORT

(Offering extra help and resources to students who

need it)

6. ENCOURAGING COLLABORATION

(Facilitating opportunities for students to work

together on projects or assignments)

7. PROVIDING FEEDBACK

(Regularly providing constructive feedback to

students on their progress and performance)

8. BEING CONSISTENT

(Establishing clear expectations and boundaries for

behavior and academic performance)

Follow up questions based on the survey above:

1) Do your teachers use these professional practices when teaching or communicating with
you? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 45

2) What are the challenges you’ve experienced when your teacher uses the said practices?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3) Are there any barriers you’ve encountered with the practices they’ve implemented?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4) Are the practices your teachers are implementing effective for your academic
performance? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5) Do you engage more when your teacher uses professional practices? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

6) What are the things you can do to build a strong and encouraging relationship with your
teacher?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 46

APPENDIX D: QUESTIONNAIRE RESULTS

TABLE 1. Questionnaire respondent turnout

Respondents: Number of Respondents:

11 STEM 7

11 ABM 7

11 HUMSS 7

12 STEM 7

12 ABM 7

12 HUMSS 7

TOTAL 42

Figure 1. Survey Results