TOMAS DIZON FOUNDATION INSTITUTE INC.

nd
2 Floor East Gate City Walk Building, San Jose, City of San Fernando, Pampanga

The Influence of Teacher-Student Relationship

on Students’ Academic Performance among

Grade-11

Submitted in Partial Fulfillment

of the Academic Requirements in

Inquiry, Investigation, Immersion

Submitted by:

ALMARIO, MARIBEL D.

ALMARIO, JUNNILYN Z.

BACONGAN, AIDAN GABRIEL R.

BACONGAN, IVAN RYAN R.

DIZON, HASHANAH REESE R.

PAROCHA, CYRILLE M.

UMALI, JANINE IRISH D.

VERGARA, JOBET G.

12-ABM

MARCH 2023
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CHAPTER 1

BACKGROUND OF THE STUDY

Teacher-student relationships have long been recognized as a crucial factor in the educational journey of
students, impacting their overall academic success and personal development. At the senior high school level,
where students are preparing for higher education or entering the workforce, these relationships play a pivotal role
in shaping their academic achievements and future prospects. This research aims to explore and analyze the
multifaceted influence of teacher-student relationships on academic performance among senior high school
students.

The quality of teacher-student relationships encompasses various dimensions, including trust, communication,
support, and rapport. Positive relationships foster an environment where students feel valued, motivated, and more
likely to engage actively in the learning process. Conversely, strained or negative relationships can hinder a
student's academic progress and their emotional well-being.

Understanding the dynamics of teacher-student relationships at the senior high school level is essential, as this
phase of education is critical in determining students' readiness for college or career opportunities. Strong
relationships can provide students with mentorship, guidance, and a sense of belonging, which are fundamental for
their academic success.

In this research, we will examine the different aspects of teacher-student relationships and their
impact on academic achievement, drawing from a combination of quantitative and qualitative research methods.
By delving into the experiences and perceptions of both teachers and students, we aim to uncover the mechanisms
through which these relationships influence educational outcomes.

The findings from this research will not only contribute to the existing body of knowledge on education but also
provide valuable insights for educators, policymakers, and school administrators on how to nurture positive
teacher-student relationships that empower senior high school students to excel academically and develop Into
well-rounded individuals .

THEORETICAL FRAMEWORK

According to Maimuna Umar Rabo (2022) emphasizes the importance of teacher-student relationships,
stating that good relationships create a positive classroom environment. Rabo suggests that teachers should avoid
complete authority, show good example, and prioritize personal discipline over official authority. According to
Bridget K Hamre, et al.,(2006)

Forming strong and supportive relationships with teachers allows students to feel safer and more secure in
the school setting, feel more competent, make more positive connections with peers, and make greater academic
gains.

According to Mahona Joseph Paschal,et al. (2021) The study identified among others that teacher-students
relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the
classroom and help teachers and students to be an integral part of the classroom as they participate actively.

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According to Jantine L Spilt,et al.,(2011) it is postulated that teachers have a basic need for relatedness with
the students in their class. It is discussed that teachers internalize experiences with students in representational
models of relationships that guide emotional responses in daily interactions with students and change teacher
wellbeing in the long run.

According to María Teresa Chamizo-Nieto,et al.,(2021)The role of emotional intelligence, the teacher-
student relationship, and flourishing on academic performance in adolescents: a moderated mediation study

This research aims to explore the relationship between emotional intelligence and academic achievement in
teenagers, focusing on the potential mediating roles of thriving and the moderating influence of the teacher-student
bond, despite existing empirical research highlighting the importance of emotional intelligence in academic
success.

According to A Sabaritha,et al.,(2023) Knowledge Awareness, And Practice On Emotional Intelligence

And Academic Performance Among Lecturers*

Emotional intelligence (EI) involves monitoring emotions, identifying and labeling emotions, using
emotional knowledge to guide cognition and behavior, and managing emotions to achieve goals. A study
conducted among 100 dental students found that 80-90% of tutors were aware of EI and how to deal with students
with low EI. Emotions can impact a student's overall achievement, work ethic, drive, and academic engagement.
The study concluded that most tutors are aware of EI's importance in students' lives.

CONCEPTUAL FRAMEWORK

· CREDITOR - TEACHER-STUDENT • PREDICTOR – ACADEMIC

RELATIONSHIP ACHIEVEMENT

This central encompasses the quality and dynamic of interaction between students and their teachers,
including communication, trust, support, and emotional connection. While, academic achievement refers to
academic performance of students, typically measured through factors such as General Weighted Average,
standardized test score and participation in class.

STATEMENT OF THE PROBLEM

The primary objective of this study is to know The influence of Teacher-student Relationships on students

academic achievement among grade 11 at Tomas Dizon Foundation Institute Inc.

This study seeks to answer the following questions:

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1. The respondense can be describe the relationship between teachers-students in terms of:

•Sex

•Strands

2. How do students get influence by teachers when it comes to academic performance?

3. Does a student’s get supportive by the teachers relationship and lead them to higher motivation and
engagemenr in academic performances?

SCOPE AND DELIMITATION

This study centers on investigating the influence of teacher-student relationships on the academic
performance. The selected respondents are Grade 11 students from Tomas Dizon Foundation Institute Inc.
Furthermore, it is evident that 11th-grade students at TDFI face challenges in establishing effective relationships
with their teachers, which may impact their academic performance.
The research aims to understand the scope of teacher-student relationships and how they contribute to the academic
outcomes of Grade 11 students at Tomas Dizon Foundation Institute Inc.

SIGNIFICANCE OF THE STUDY

1.Students to improve relationships with teachers and motivate the students academic achievement,
including personal qualities, family and community experiences, and school experiences.

2. Teachers should get to know the students better, become more aware of their students’ interests and
preferences, and build strong relationships.

3. Parents can help their child by developing a relationship with their teacher, and getting involved in a
child’s education can lead to better grades, improved behavior, and a stronger parent-child relationship.

4.Future researchers can use this as a reference or follow-up research related to the teacher-student
relationship on students’ academic achievement and as an enhancement in overcoming this problem.

DEFINITION OF TERMS

Relationship Behavior - Defines how the relationship between teachers and students affects and improves
academics.

Cognitive – Relating to, or being aware of mental activities ( as thinking, engaging in activities, using
respectful words).

STRs – Student-teacher relationships.

Physique – The form, size, and development of a person’s body.

Responses – A written or verbal answer to a question in a test, questionnaire, survey.

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REVIEW OF RELATED LITERATURE

Influence of Teacher-Student Relationship on Academic Performance: The Case of Tirana

The aim of the current study is to assess the impact of the teacher-student relationship on the academic
performance of students 12 to 15 years old in the Albanian context. The analysis and evaluation of this relationship
is an important issue as a qualitative relationship between them contributes not only to the students’ academic but
also to their socio-emotional development. The sample was composed by 121 students selected on three 9-years
school of Tirana. Factorial analysis by the statistics method showed that the internal factors that influence the
teacher-student relationship were related to individual traits as temperament, personality, ability, and psychological
effects. It is precisely the role of the teacher through communication and meeting the needs of the student that
influences the student’s perception of behavior, competence, care, and support from the teacher. Classroom climate
was an external factor that also affect the teacher-student relationship. It is precisely positive relationships that
induce a good environment and foster motivation and high results. A qualitative teacher-student relationship affects
academic and psycho-social development of student in the class. (Arjana Muaj, et al. 2021)

The role of teacher–student relationships and student–student relationships for secondary school students’
well-being in Switzerland. Student well-being has gained prominence on both the scientific and political agendas,
as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st
century. Relationships that students form with teachers and peers in the classroom are important for their academic,
social, and emotional development. Building and maintaining positive relationships contributes to psychological
growth and well-being. This article strives for a deeper understanding of the association between student well-
being and classroom relationships from the students’ perspective. Mediation regression analysis was conducted
between student well-being, teacher–student relationships, and student–student relationships to overcome
limitations of prior studies using a unidimensional approach on student well-being and considering relationships in
separate models. This study shows that both relationships are related to student well-being, however associations
differ regarding different dimensions of student well-being and students’ individual factors such as gender,
migration background, and socio-economic status. Providing a multi-dimensional approach on student well-being
as well as taking both relationships into account adds to a profound understanding of processes in classrooms.
Insights on these relations can help educators, schools and researchers develop strategies to foster relationships in
the classroom and, in succession, enhance well-being in school. (Katja Saxer, et al. 2024)

The impact of teacher− student relationship on knowledge sharing among Chinese graduate students: The
moderating roles of proactive personality. Introducing knowledge sharing into higher education research and
exploring the internal influence mechanism of teacher−student relationship on knowledge sharing of graduate
students can provide better guidance and reference for the current stage of higher education knowledge
management practice. Against this background, this study built and verified a theoretical model to explore in detail
the impact of teacher−student relationship on knowledge sharing of graduate students, and the moderating role of
proactive personality in such process. This study collected data across two time points, and finally obtained a
sample of 365 Chinese graduate students. The empirical results showed that the teacher−student relationship was

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positively related to knowledge sharing behavior of graduate students, and their knowledge sharing willingness
partly mediated this correlation.

Furthermore, the influence of teacher−student relationship on knowledge sharing willingness and behavior
is positively moderated by proactive personality. Therefore, the findings of this study provide educational guidance
and recommendations for promoting knowledge sharing of graduate students.(Weilin Su, et al.)
Impact of Teacher-Student Relationship on Motivation levels & Academic Performance in Learning Chinese as a
Second Language among Pakistani Students. The purpose of this study was to examine the effect of Teacher
Student Relationship (TSR) on Pakistani students' motivation and academic performance in a Chinese as a Second
Language class. The sample of the study consists of 80 Chinese-language elementary school students. A total of
three research questions and hypotheses were used in the study. A pre-post-test design was used to achieve the
objectives of the study in which special treatment was given to the experimental group, whereas no treatment was
given to the control group. SPSS was used as a statistical tool to examine the results of the present research. The
results of the study proved the effectiveness of TSR in improving students’ motivation and academic achievement,
as the experimental group showed a better performance in the post-test than the control group. Moreover, the
correlation test results indicated a positive significant relation between the TSR, academic performance, and
student motivation.(Nimra Nawaz, 2023).

Teacher-Student Relationship and Academic Performance of UCE Students in Kyamate Secondary School,
Ntungamo Municipality, Ntungamo District. The purpose of the study was to assess the relationship between
teacher-student relationships on the academic performance of UCE students in Kyamate secondary school,
Ntungamo Municipality. This was assessed through the breakdown of teacher-student relationship in terms of
teacher specifications, students’ involvement and classroom environment and how these influence the students’
academic performance. The study undertook a quantitative paradigm, with a co-relational, cross-section, survey
design. The target population of the study was 10 people from where the researcher sampled 10 respondents using
Morgan and Krejcie tables (1970) and further sampled using both simple random and purposive sampling
techniques. Results showed that there is a strong positive relationship between teachers’ specifications, students’
involvement, classroom environment and academic performance of UCE students as these were evidenced by
correlation coefficients (r) of 0.830, 0.687 and 0.804 respectively that were statistically significant since the p value
(0.000)< 0.01. Based on the study findings, the researcher recommends that teachers with great experience and
better management skills should be enrolled in secondary schools in order to educate well students and hence
attainment of better academic excellence in their learning. Teachers should be equipped through various
development programs such as workshops, capacity building, training and retraining sessions to enable them
develop various motivational strategies that could be used to motivate students’ interest, and develop them to learn
for better academic performance and overall achievement. The researcher recommends that there should be much
involvement of students in the school activities such as cocurricular in order for them to boost their confidence in
public, students’ participation in academic activities should also be encouraged so as to better their relationship
with teachers which hence has positive returns on their academic performance. In addition, secondary school
administrators, alongside with government through agencies such as the ministry of education and sports should
constantly ensure that teachers are trained and equipped with classroom engagement skills that will enable teachers
to effectively communicate feelings, ideas and thoughts in order to develop a sense of belonging and enhance the
students’ readiness to learn for better academic performance through healthy relationships.

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(Nabaasa Gordon Basheka and Rutaro Abas).Teacher-students’ relationship and students’ academic
performance in public secondary schools in Magu District, Tanzania. This study explored the influence of teacher–
students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The
sample for this study was 130 respondents that were drawn from six public secondary schools both by using
rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational
Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used
questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is
a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study
identified among others that teacher-students relationships helps students to feel cared for by their teachers, helps
students to have freedom of expression in the classroom and help teachers and students to be an integral part of the
classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and
students were aware of the elements of teacher-students relationships poor teacher–student relationships were still
recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students.
Also, the study recommended that, performance of students can only be attained if teacher–students relationships
will be maintained. (Mahona Joseph Paschal and Demetria Gerold Mkulu, 2021)

RESEARCH INSTRUMENT

This study using five-point Likert scales (1=strongly agree to 5 strongly disagree). The students were asked
to think of a teacher and answer questions.

The influence of teacher-student relationship on academic performance in grade 11 student at Tomas Dizon
Foundation Institute Inc.

Name: ________________________ Strand:_______________

Male: __ Female: __ Age: _

Statement Questions (in a scale of 5 choose from 1=strongly agree to 5=strongly disagree)

Teacher-Student Relationship on Academic 1 2 3 4 5

Performance
Strongly agree neutral disagree Strongly
agree agree

1.I have confidence in the communication

skills of most teachers

2.I have confidence in the expressiveness of

most teachers

3.Believe that most of teachers have rich

social experience

4.I have confidence in the teaching ability of

most teachers

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5.I believe that most of teachers have good
judgment

6. My relationship with my teachers is

friendly and equal

7. I have confidence in the organizational

ability of most teachers

8.I have confidence in the guidance of most

teachers

9. I did not interact with my teachers in class

10. My teachers pay attention to me in class

11.I do not have much contact with teachers

outside class

12.I have little contact with my teachers

except when necessary

13.I do not have much contact with teachers

outside class

14.We will invite our teachers to go out and

play with us

15.Teachers and we have a variety of daily

communication activities (such as eating and
traveling), closer our relationship

16.I will keep in touch with my teachers after

graduation

17.My teachers cared for me and helped me to

relieve the pressure in my life or in my mind

18.I know the character of most of my

teachers

19.When I was ill, my teachers will pay

attention to me

20.Our teachers often give us useful

instructions both in emotional and
psychological aspects

21.I feel very close to my teachers

22.It is troublesome to make an appointment

with my teachers

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23.Teachers come to us only when they have
something needed us to do In order to
maintain their image in the eyes of students,
teachers sometimes tell lie

24.Our teachers have a heart-to-heart talk

with us

25.I never feel constrained in my relationship

with my teachers

26.When my teachers asked me questions in

class, I was happy

27.I like to share my experience with my

teachers

DATA GATHERING (THIS IS DATA ANALYSIS)

Table 1. Percentage of the questionnaire among different strands.

STEM A STEM B HUMMS A HUMMS B TVL ABM

Strongly agree 23 74 29 50 41 41

Agree 124 308 126 248 89 185

Neutral 159 320 98 185 105 180

Disagree 70 109 29 86 30 42

Strongly disagree 23 74 7 14 8 41

Average 87.8 116.2 57.8 116.6 54.6 95.8

Percentage 6.83% 5.16% 10.38% 5.11% 10.98% 6.26%

TABLE 2: OVERALL

AVERAGE PERCENTAGE

STRONGLY AGREE 50 42%

AGREE 180 65%

NEUTRAL 175 67%

DISAGREE 61 34%

STRONGLY DISAGREE 17 10%

Table 1. Shows the distribution percentage of the questionnaire among different strands

Table 2. Displays the summary, overall mean, and the distribution percentage of the questionnaire among different
strands. Notably, 67% of students express a neutral stance towards the overall questionnaire. On the other hand,

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42.45% of students strongly agree with all aspects of the survey Additionally, 34.46% of students disagree, and
65% agree with the questionnaire. The smallest percentage and mean pertain to the 9.69% of students strongly
disagreeing with the overall questionnaire.

REFERENCE

Bai Ly. Li Zy, Wu Wx, Liu Ly, Chen Sp. Zhang J and Zhu JNY (2022)
Student-Teacher Relationship: Its Measurement and Effect on Students’ Trait, Performance, and Wellbeing in
Private College. Front Paychol. 13,793483. Doi: 10.3389/fpsyg.2022.793483

Caballero J (2010) THE EFFECTS OF THE TEACHER-STUDENT RELATIONSHIP, TEACHER

EXPECTANCY,

AND CULTURALLY RELEVANT PEDAGOGY ON STUDENT ACADEMIC ACHIEVEMENT University of

Redlands School of Education

METHODOLOGY

INSTRUMENT
The researchers adopted a question from the study “Student-Teacher Relationship: Its Measurement and
Effect on Students’ Trait, Performance, and Wellbeing in Private College” (Bai et al., 2022). The 27-item Private-
College Student-Teacher Relationship Scale (PCSTRS) developed in this research was found to have good
reliability and validity.

DATA GATHERING PROCEDURES

The researchers’ study, entitled “The Influence of Teachers-Students’ Relationship on Students’ Academic
Performance in Grade 11 Students,” intends to explore and/or investigate the influence of teachers-students’
relationship within the specific grade level.

This study use convenience sampling, convenience sampling relies on location and accessibility to
determine the research variables. The researchers gather data and information from Grade 11 students at Tomas
Dizon Foundation Institute Inc. The written letter was sent to the office of Registar and signed by the school
academic coordinator. A parallel hardcopy version of the questionnaire is distributed manually. Once the survey is
done, the researchers proceed to gather the data and information. They evaluate, summarize, and comply with all
the responses from the respondents to craft a conclusion and knowledge from the answers they have collected.

DATA ANALYSIS
The analysis and Interpretation of the study on the (research problem) using a quantitative technique are
presented in this section. This chapter’s material consists of the survey replies from respondents. Respondents to
the interview were able to inadvertently skip over the list of questions.

1.The respondents describe on the relationship between teachers-students in terms of sex and strands.
(Table 1)
TVL 68

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ABM 41
HUMSS 70
STEM 70
The table 1 shows the average perceptions of the teacher-student relationship’s impact on academic
performance vary across different academic strands. Among TVL students, the average score is 68, suggesting a
generally positive view of this relationship’s influence. However, ABM students exhibit a lower average score of
41, indicating a less favorable perception. Conversely, both HUMSS and STEM students have similar average
scores of 70, suggesting a positive perception of the relationship’s impact.

(Table 2)
Strand Male Female
ABM 4 14
TVL 7 3
HUMSS 13 19
STEM 30 27
Average 14 16

The table 2 shows the gender composition of ABM students indicates that 4 males and 14 females
participated in the survey. Among TVL students, there were three females and seven males. In the HUMSS strand,
thirteen males and nineteen females took part, while in the STEM strand, there were 27 females and 30 males. On
average, male students scored 14 across all strands, while female students scored slightly higher with an average of
16.

2.Students get influence by teachers when it comes to academic performance.

Most of the students strongly agree that most teachers have excellent communication and some students
strongly disagree, because that teachers only approach them when they need help and the others students may have
had both positive and negative experiences with teachers when it’s comes to academic performances.

3.The relationship between students and teachers provide support that leads to increased motivation and
engagement in academic performance.

Teacher motivation plays a crucial role in inspiring students to learn. It encourages learners to actively
participate by answering questions, engaging in individual and group assignments, and acquiring ideas, skills, and
concepts for their overall development. (YOUR DATA ANALYSIS IS INCOMPLETE)

RESULT
In an attempt to emprically assess the potential problematic nature of common method variance in this
research, Scale one-factor tests were conducted in our Study. Table 1 shows descriptive statistics and convenience
sampling.
The table 2 shows the gender composition of ABM students indicates that 4 males and 14 females
participated in the survey. Among TVL students, there were 3 females and 7 males. In the HUMSS strand, there’s
thirteen males and nineteen females participated on our survey, while in the STEM strand, there were 27 females

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and 30 males. On average, male students scored 14 across all strands, while female students scored slightly higher
with an average of 16.
Most of the students strongly agree that most teachers have excellent communication and some students
strongly disagree, because that teachers only approach them when they need help and the others students may have
had both positive and negative experiences with teachers when it’s comes to academic performances.
The overall result of Teacher-Student Relationship is showing that 62.25% of the Grade 11 students in
Tomas Dizon Foundation Institute. There was a good a effect on there Academic Performance.

DISCUSSION
In this study, reveals the relationship of teacher-student on Grade 11 students on their academic
performance. Students who perceive supportive, engaging interactions with their teachers tend to excel
academically. Positive relationships foster trust, communication, and motivation, enhancing students' learning
experiences. Professional development for educators in interpersonal skills is crucial for cultivating a conducive
learning environment. Recognizing the importance of these relationships can lead to improved student outcomes
and overall educational success in Grade 11 classrooms.

PARTICIPANTS
Respondents are Grade 11 students at Tomas Dizon Foundation Institute Inc., with a population of 187.
However, we were only able to gather responses from 117 students. To provide a breakdown, we received 32
responses from students in the HUMSS strand, 57 responses from students in STEM, 18 responses from students in
ABM, and only 10 responses from students in TVL. In total, our survey included 117 respondents.

REFERENCE
Mucaj, A., Ibrahimi, S., & Gjoka, D. (2021). Influence of Teacher-Student Relationship on Academic
Performance: The Case of Tirana. Open Journal for Psychological Research, 5(1).

Saxer, K., Schnell, J., Mori, J., & Hascher, T. (2024). The role of teacher–student relationships and student–student
relationships for secondary school students’ well-being in Switzerland. International Journal of Educational
Research Open, 6, 100318.

Su, W., Xiao, F., Jiang, S., & Lyu, B. The impact of teacher− student relationship on knowledge sharing among
Chinese graduate students: The moderating roles of proactive personality. Psychology in the Schools

.
Nawaz, N. (2023). Impact of Teacher-Student Relationship on Motivation levels & Academic Performance in
Learning Chinese as a Second Language among Pakistani Students. European Scientific Journal, ESJ, 19(10), 17.

Basheka, N. G., & Abas, R. Teacher-Student Relationship and Academic Performance of UCE Students in
Kyamate Secondary School, Ntungamo Municipality, Ntungamo District.

Paschal, M. J., & Mkulu, D. G. (2021). Teacher-students’ relationship and students’ academic performance in
public secondary schools in Magu District, Tanzania.

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Rabo, M. U. (2022). Teacher–Students Relationship as a Tool for Positive Academic Performance in Nigeria.
British Journal of Multidisciplinary and Advanced Studies, 3(1), 42-53.

Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships.

Paschal, M. J., & Mkulu, D. G. (2021). Teacher-students’ relationship and students’ academic performance in
public secondary schools in Magu District, Tanzania.

Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student
relationships. Educational psychology review, 23, 457-477.

Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The role of emotional intelligence, the
teacher-student relationship, and flourishing on academic performance in adolescents: a moderated mediation
study. Frontiers in psychology, 12, 695067.

Sabaritha, A., Sinduja, P., & Priyadharshini, R. (2023, March). Knowledge Awareness, And Practice On Emotional
Intelligence And Academic Performance Among Lecturers. In 2023 International Conference on Business
Analytics for Technology and Security (ICBATS) (pp. 1-7). IEEE.

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