Exploring the Positive Teacher-Student Relationship on Students' Motivation and Academic Performance in Secondary Schools in Karachi
DOI:
https://doi.org/10.48112/aessr.v4i2.710Abstract
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This research centers on the intricate facets of teacher-student relationships, spanning emotional, cognitive, and behavioral dimensions. Existing literature underscores the notable impact of positive relationships on elevating student motivation and fostering active engagement in academic pursuits. Positive associations are evident between perceived teacher support, approachability, and academic achievement. Cultivating effective communication, trust, and nurturing environments within these relationships contributes significantly to enriched learning experiences and academic success. The study recognizes the prevalence of student anxiety arising from diverse stressors within educational settings. Acknowledging the multifaceted nature of anxiety enables the implementation of targeted strategies that not only alleviate stress but also promote emotional well-being. The literature review highlights the pivotal role of positive teacher-student relationships in shaping educational trajectories, focusing on emotional support, effective communication, and academic involvement. A robust quantitative research methodology was deployed and a sample of 250 participants was selected from schools through a stratified random sampling technique. Data collection included surveys and questionnaires, which were first trialed through a pilot test by adhering to ethical considerations. Statistical analyses encompassed descriptive statistics, normality tests, and various inferential tests to explore teacher-student relationships.
Keywords:
Academic performance, Effective communication, Student anxiety, Student motivation, Teacher-student relationshipReferences
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