Impact of the Teacher-Student Relationship on Students’ Academic Achievement at Secondary School Level

Abstract

The aim of the present study was to examine the impact of teacher–student relationships on the academic achievement of secondary school students in District Peshawar, Pakistan, and to highlight how these relationships motivate and engage students in the learning process. Recognizing that teacher–student relationships are a significant predictor of student outcomes, this study focused on exploring the extent to which positive interactions between teachers and students influence academic success.
Teacher–student relationships are a significant predictor of student outcomes and play a crucial role in motivating and engaging students in the learning process. The present study explored the relationship between teacher–student relationships and academic achievement among secondary school students in District Peshawar, Pakistan. A quantitative survey research design was employed, with a multi-stage sample of 456 students from urban and rural government secondary schools. Students evaluated their teacher–student relationships across five domains (trust, respect, academic guidance, emotional support, and classroom discipline) using a structured Likert-scale questionnaire, and their academic achievement scores were obtained from official school records.
Descriptive statistics, independent-samples t-tests, Pearson correlation, and regression analysis were employed to analyze the data, which revealed that students with strong and supportive relationships with their teachers had significantly higher academic achievement scores. Regression analysis also showed that the quality of teacher–student relationships clarified 34% of the variance in academic achievement (R² = 0.34, p < 0.01), suggesting that teachers play a critical role in building trust, providing guidance, and instilling academic discipline to contribute to students' learning. Teacher training programs to develop relationship-building skills and policies to encourage a supportive and engaging classroom environment are essential, specifically in government schools in urban and rural areas.