The reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and primary school students’ externalizing problem behaviors from grades four to six: A cross-lagged study

Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.

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The Structural Analysis of Relations among Parent Attachment, Teacher-student Relationship, Learning Motivation, Learning Flow for High School Students

Korean Journal of Youth Studies ◽

10.21509/kjys.2018.11.25.11.209 ◽

2018 ◽

Vol 25 (11) ◽

pp. 209-229

Author(s):

Myung-hee Kwak ◽

Yeong-hee Kwak ◽

Mi-na Ko

Keyword(s):

High School ◽

High School Students ◽

Structural Analysis ◽

Learning Motivation ◽

Parent Attachment ◽

School Students ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship ◽

Learning Flow

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Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

Social Education Research ◽

10.37256/ser.122020140 ◽

2020 ◽

pp. 102-108

Author(s):

Bismark Mensah ◽

Eric Koomson

Keyword(s):

Academic Achievement ◽

High School Students ◽

High Schools ◽

Structured Interview ◽

Effective Teacher ◽

School Students ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship ◽

The Impact

Students’ level of academic engagement and achievement at any level of education is partly knit to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationship on academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata whiles data was qualitatively collected using semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationship as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connectedness, dependent, peaceful and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions, and certain attitudes of teachers and students impede the development of effective teacher-student relationship. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the latter feel accepted and motivated to improve academic work.

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Influence of Teacher-Student Relationships on Students’ Loneliness in Coeducational and Single-Gender Public Secondary Schools in Kenya: a case of Murang’a County

UKH Journal of Social Sciences ◽

10.25079/ukhjss.v4n1y2020.pp50-57 ◽

2020 ◽

Vol 4 (6) ◽

pp. 50-57

Author(s):

Baru Peter ◽

Zachariah Kariuki ◽

Lucy Ndegwa ◽

Johannes Njoka

Keyword(s):

Public Schools ◽

Survey Design ◽

Personal Data ◽

Cross Sectional Survey ◽

School Students ◽

Cross Sectional ◽

Teacher Student Relationships ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship

The objective of this study was to establish the influence of teacher-student relationship on loneliness among secondary school students. The study was carried out in sub county public schools in Murang’a County, central region of Kenya. A cross sectional survey design was used. Stratified random sampling was used to get a sample of 592 participants from eight sub counties in Murang’a County. Loneliness was measured using Perth aloneness loneliness scale (PALs) while teacher-student relationship (TSR) was measured using ten statements with graded responses in a five point Likert scale developed for this study. The PAL and TSR scales together with personal data questions formed sections of self administered questionnaire. Administration of the questionnaire was done during normal school days by research assistants. The data was coded and analyzed using statistic program for social sciences (SPSS) version 20. Findings were that TSR was inversely and highly significantly related to loneliness. Regression analysis revealed that TSR predicts 16.2% of loneliness among students. The results are discussed in relation to implications in teacher training curriculum and loneliness counseling in schools.

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