TEACHER AND STUDENT RELATIONSHIPS AND ITS EFFECT ON

ACADEMIC STUDENT LEARNING

BY MARY MAE S. ORJALIZA

A Research Submitted Graduate Program in Education of

Rizal Memorial College

In Partial Fulfilment of the Requirements for the Degree of

MASTERS OF ARTS TEACHING MAJOR IN FILIPINO

January, 2021
 Abstract

The teacher student relationship is of primoidal importance for a good learning environment.
There must be an excellent relationship between a student and teacher in order to facilitate the
learning and gain positive attitude. This relationship between teacher and student has vast
influence on the learning process of the students. The literature review was conducted using
multimodal search of different databases and following are hands on searching. Although there is
still limited empirical research about student teacher relationship on learning process, the
available studies showed that literature regarding teacher-students’ relationship confirms that,
positive teacher-student relationships influence students’ learning. Thus, the essence emerged
from a connected relationship (caring, support, trust and respect) which support students self-
confidence, fosters students’ self-trust and increases students motivation to learn, influencing
their professional development towards future career pathway.
 INTRODUCTION

1.1 Rationale

It is a generally accepted truth that the future lies in the hands of the next generation and
that the success of the next generation is based largely on education. Building rapport with the
students and establishing oneself as a mentor is an excellent way to combat the battle between
learning especially as response to the pandemic’s education. Improving such relationships has
important, positive and long-lasting implications for both students' academic and social
development.

According to Bartlett (2005), relationship between a teacher and a student was generally
a formalized interpersonal association between an authority figure and a subordinate who interact
on nearly a day to day basis. Otherwise, the relationships that teachers develop with their
students have an important role in a student’s academic growth as Hallinan (2008) writes,
“Learning is a process that involves cognitive and social psychological dimensions, and both
processes should be considered if academic achievement is to be maximized”. Several studies
have also reported specific links between teacher–student relationship quality and student
engagement (Furrer & Skinner, 2003). Students who enjoy a close and supportive relationship
with a teacher are more engaged in that they work harder in the classroom, persevere in the face
of difficulties, accept teacher direction and criticism, cope better with stress, and attend more to
the teacher (M. Little & Kobak, 2003).

Furthermore, students who have positive relationships with teachers are less likely to
avoid school (Rimm-Kaufman & Sandilos, 2012). Experiencing a sense of belonging greatly
contributes to developing positive relationships and positive behaviors. Taking time to build
positive relationships with 11 students can have profound effects on that child’s school
experiences—both within and outside of the classroom. Such that teachers and students spend so
much time together, teachers wield a considerable amount of power over their students. Teachers
should use this power to better themselves, the classroom environment, and their students.
 The challenges in teaching are the concerns or issues faced by the teachers in the
classroom it could be between them and their student, the institution itself or could possibly
appeal as a challenge to their selves from their point of view in teaching, their approach and
principles as a teacher. In order to overcome this challenge, presence, collaboration and
connection among learners is a must. As per the researcher’s interest to this topic, this
knowledge is essential – from years of personal experiences, observations from others, and both
teacher and student testimonials. The researcher’s teaching experience as a catalyst of change
afforded the opportunity to be embedded in a variety of classrooms, working alongside providing
student support have given unique insight, understanding, and knowledge of teaching and
learning.

Therefore, to ensure higher academic learning, it is necessary to make the study possible.
Responsibility lies to the educators to foster a welcoming and motivating learning environment
for their students. The best way to accomplish this is by having constructive interactions with
students and building and maintaining relationships. Positive relationships result in better
experiences for the child, a more productive learning environment, and higher academic
achievement.

1.2 Statement of the Problem

The purpose of this study was to determine if building positive relationships between
teachers and students impacts students’ academic engagement in in an authentic instructional
environment. It will focus on actual practices and deliberate steps a teacher takes to build
relationships with students in order to effectively deliver the instruction necessary for learning.
This descriptive study addressed the following research questions:

 How does this teacher describe her process for building relationships with her students?
 What specific components of the teacher/student interactions are essential to a learning
environment?
 To what characteristics and strategies employed by a teacher that influences the students’
learning environment and learning experience deemed successful?

1.3 Significance of the Study

 Receiving a quality education is an important cornerstone in the lives of every individual.
It is widely recognized that teachers are the backbone of any educational system. Teachers play a
significant role in the lives of the learners, thereby enhancing the quality of what happens in
schools and preparing them to be active members of society need the highest teaching level. To
wit, many in the field of education recognize the importance of the relationships that teachers
develop with their students that result in positive academic outcomes. It is imperative that
students have the tools they need to be successful—tools that include motivation and
engagement. As teachers spend an incredible amount of time with their students over the course
of the year, it is a teacher’s responsibility to foster an inclination for learning.

Great teachers plant seeds that produce competent physicians, good accountants,
excellent engineers, and other professions that eventually expected to be good citizens. As soon
as positive relationship with the students is fostered, the importance of teachers as an architect of
the future generations demands not only the best, and the most competent individuals of society
are allowed to qualify for the noble purpose of this and have better achievement outcomes in the
long run.

The importance of teachers’ relationships with their students cannot be overstated

according to Downey (2008). As Darling-Hammond (2006) explains it, “teaching is in the
service of students, which creates the expectation that teachers will be able to come to
understand how students learn and what students need if they are to learn effectively – and that
they will incorporate that into their teaching”. This study will describe purposeful affective
strategies and interactions with students that a teacher uses to effectively engage students in the
learning process. This study will contribute to the field of education by providing teachers and
administrators with guidance of relationship-building strategies that a highly effective teacher
utilizes in a real world, authentic setting – the classroom.

Definition of Terms

Below are the definitions for all relevant variables and concepts used in this study:

 Teacher-Student Relationship Building Intervention - the teacher will modify the

conditions of the classroom by greeting students at the door at the start of class and
saying goodbye at the end of class. Additionally, the teacher will amplify interactions
 with participants by engaging them in supplemental, individual conversation before the
class period begins.
 Relationships - the way in which two or more people are connected through their
interactions; relationships can be defined as either positive or negative.
 Positive Relationships - these relationships include teachers who think about their
practice and search for ways to improve it. These teachers make their students feel a
sense of belonging.
 Negative Relationships - these relationships include teachers who do not foster a
welcoming environment.
 Achievement - is defined as the level of academic skills demonstrated through both oral
and written contributions.
 Low achievement - is defined as a student not meeting grade level expectations in the
curriculum and is based on both oral and written contributions.
 Underachieving High School Students - these are students, based on teacher perception,
who have low achievement levels and are often off-task and unengaged. They appear to
be underachieving academically relative to their abilities due to lack of engagement.
 Academic Engagement – is to occupy a student's attention and interest in academic tasks;
not demonstrating off-task behaviors; participating in learning activities through
independently working on class assignments, contributing to class discussions or working
on learning tasks with peers; a student’s willingness and desire to participate in the
learning process.

REVIEW OF RELATED LITERATURE AND STUDIES

This body of literature involves several genres of research that have been conducted over
the past decades considering the interactions between teachers and their students and what effect
those interactions have on learning. There is credible evidence that the nature and quality of
teachers’ interactions with children has a significant effect on their learning. Educators,
psychologists, social constructivists, and sociologists have all contributed to the growing interest
in targeting interventions toward improvements in the quality of teachers’ interactions with
children (Burchinal, Field & Howes, 2012) posit that “teachers need to be actively engaged in
interactions with children in order for learning to occur”.

On average, students spend six and a half hours at school each day for 180 days
throughout the year. Therefore, it comes as no surprise that teachers have an enormous amount
of influence on their students. This influence, or power, can significantly impact the learning
environment, which, in turn, affects a student’s achievement in school. The most powerful
weapon teachers have, when trying to foster a favorable learning climate, is a positive
relationship with their students (Boynton, 2005). There are many factors that impact the
relationships between teachers and students, yet one point is clear. Multidimensional
relationships in school play a significant role in developing the learning environment.

Hamre & Pianta (2006) report that positive student-teacher relationships are a valuable
resource and essential components to the healthy academic development of all students in
schools. They suggest that having a positive relationship with a teacher allows students to be able
to work on their own because they know they can count on their teacher if problems arise – that
the teacher will recognize and respond to the problem. As children enter formal school settings,
relationships with teachers provide the foundation for successful adjustment to the social and
academic environment. Hamre & Pianta recommend that, “talking with a teacher and conducting
observations in the classroom will provide important and unique information for designing
interventions”.

According to self-determination theory of motivation (SDT), there are three universal,

innate psychological needs: autonomy (ownership, responsibilities, and self-actualization),
belongingness (close relationships, interpersonal regard, and support), and competence (feeling
capable to bring out desired outcomes and effectively cope with challenge). This theory has been
widely applied to the study of motivation and well-being, and fulfillment of these basic needs for
students contributes to intrinsic motivation and academic motivation and achievement (Spilt et
al., 2011). Teachers can fulfill these needs by building and maintaining relationships with their
students. Students need to experience an emotional involvement from their teachers—to know
their teachers care and can provide structure and support.

Additionally, an analysis of 46 studies from the Review of Educational Research found

that strong teacher-student relationships were associated in both the short- and long-term with
improvements on practically every measure schools care about: higher student academic
engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower school
dropout rates. Those effects were strong even after controlling for differences in students’
individual, family, and school backgrounds. After completing an ecological study on teacher-
child relationships and behavior problems, O’Connor, Dearing, & Collins (2011) write that in
regard to teacher education, their study demonstrates “the importance of fostering elementary
school teachers’ awareness of the role of their relationship with students, and provides teachers
with information as to how to support high quality relationships with their students”

As Darling-Hammond (2006) believes, “it is up to the educators to instruct policy makers

and the public about what it takes to teach effectively in today’s world”. She feels educators have
little input in helping to create the kinds of learning environments that allow teachers to practice
well and allow children to learn and succeed (Darling Hammond, 2006). Hereafter, the concept
of teachers building relationships with their students in order to be seen as a credible and
trustworthy source of information is a worthwhile endeavor for long term learning (Wubbels &
Brekelmans, 2005).

However, in 2001 President Bush signed into law the No Child Left Behind Act (NCLB)
that began the intense focus on standardized testing as the measure of, not only student success,
but teacher performance as well. It mandated that every child would perform at grade level and
achieve high academic standards (U.S. Department of Education, 2007). NCLB was intended as
a means of supervision for public schools in the United States with the guarantee of success for
all students regardless of race, gender, or ability.

Nevertheless, student perception plays an important role in incentive. In fact, research

suggests that the most powerful predictor of a child’s motivation is the child’s perception of
control. Perceived control is the belief that one can determine one’s behavior, influence one’s
environment, and bring about desired outcomes. Because students already have a history of
experiences with whether adults are attuned to their needs, teachers build on these experiences
(Skinner & Greene, 2008). Therefore, a student’s perception of the teacher’s behavior impacts
the relationship. Students who feel their teacher is not supportive towards them have less interest
in learning and are less engaged in the classroom (Rimm-Kaufman & Sandilos, 2012).

Moreover, students and teachers influence each other. When a student perceives that he is
welcomed and wanted in the classroom, he is more likely to be engaged and motivated. Thus, the
role the teacher plays in the classroom affects the perception the student has on the relationship
and the classroom environment, which ultimately contributes to achievement. Students who
perceive that their teachers are more supportive have better achievement outcomes on
standardized math tests and English grades (Gehlbach et al., 2012). In the early years of school,
students' perceptions of their relationships with teachers and teachers' perceptions of those same
relationships are very similar. Yet as students develop and age, the gap between students’
perceptions of teachers and teachers' perceptions of students grows and widens (Rimm-Kaufman
& Sandilos, 2012). Therefore, it is essential for teachers to 7 reflect on their relationships as well
as their practice.

Teacher perception is just as powerful as student perception when constructing

relationships. In order for teachers to build and improve upon their practice, teachers need to
reflect and think about their teaching. Teacher thinking results in teacher learning (Kennedy,
2008). Reflection is imperative for the classroom environment—each lesson should be tailored to
the needs of the students who are currently present in the classroom. When the classroom
environment is structured to meet the students’ needs, teachers are also able to fulfill the three
universal, innate psychological needs of the students—autonomy, belongingness, and
competence. Because teachers play important roles in children’s lives, teacher well-being, at
least indirectly, has significant effects on children’s socio-emotional adjustment and academic
performance (Spilt et al., 2011). Yet, teacher well-being is affected when teachers feel
unprepared to handle a diverse group of students, especially when there are discipline concerns.
These concerns, as well as a lack of classroom management skills, can hinder teachers from
helping their students succeed academically (Price, 2008).

In the means of contributing factors, personal characteristics of both teachers and

students contribute to the interactions and relationships between the two groups as well. As
stated above, teacher well-being plays a role—teachers who have a higher sense of self-efficacy
and believe that classrooms should center on student 8 interests and needs tend to create a
classroom environment that fosters better relationships (Jerome & Pianta, 2008). The nature of
the interaction that takes place between a teacher and student affects the relationship. Because
the way teachers communicate plays a critical role, teachers who are friendly and positive
develop better relationships with their students.

I, too, believe there is an important role that the quality of teacher and student
interactions plays regarding student learning. Hamre et al. (2012) hypothesized that “it was not
sufficient for teachers to be able to gain knowledge about effective teacher-child interactions;
they needed actual skills involving identification of effective interactions with a high degree of
specificity in order to be most likely to transfer the coursework into changes in their practice”
while researching the effects teachers have on student learning (Good, Biddle, & Brophy, 1976)
determined that teachers do make a difference.

A large contribution to what brought about that difference was the affective component to
teaching that the teachers used. Good et al. found that students who held a sense of futility
toward school had the worst achievement record. These students needed teachers who believed
in them and were willing to work with them. Good et al. cite several studies by Aspy (2003) that
demonstrate the importance of teachers’ affective behavior. What Good et al. found was that
teachers who showed an interest in their students by indicating they were listening to them and
understood students’ need completely and accurately, had students who obtained higher scores
on a standardized test of learning -- “the evidence was impressive”.

Clearly at this point, teachers have a responsibility to welcome all students and create an
air of respect between them so that more positive relationships can be formed. Students who
have had past negative experiences have a more difficult time forming positive relationships with
teachers. These experiences can include interactions with prior teachers or other adults, and these
relationships are sometimes affected by the student’s socioeconomic status. Children who come
from less economically and socially advantaged families are at risk of having poorer
relationships with teachers and parents. Unfortunately, students who have poor relationships with
their primary attachment figure, such as a parent, are likely to have poor relationships with their
teachers (Jerome & Pianta, 2008).

In addition, students who have behavioral problems are more likely to have conflict with
their teachers. It is more difficult for teachers to form positive and supportive relationships with
students who misbehave and elicit negative attention. On the other hand, when a student has
positive relationships with teachers each year, it improves the likelihood of forming good
relationships with future teachers. These students feel a sense of control and security. Students
who achieve at higher academic levels have more positive relationships with teachers. Because
these relationships are formed in the school setting where the main objective is to be
academically successful, it is possible that teachers 9 invest more time in relationships with
students who are more likely to succeed (Jerome & Pianta, 2008).

Lastly, as stated in the overview of teacher-student relationships, the perceived control

plays a significant role in forming relationships, too. Students need to develop a sense of control
by having a structured classroom environment and by experiencing a caring and trusting
relationship with teachers (Skinner & Greene, 2008). The effects of perceived control directly
contribute to forming relationships with teachers and the student’s education. When students do
not feel a sense of control or when they feel their teachers do not care about them, there are many
negative consequences. Students will avoid challenges and will not seek help from their teachers.
In fact, these students will only complete the minimum and do enough to get by but will never
truly engage in their own education. Feeling distracted, anxious, distressed, and unmotivated are
also consequences when the student feels he has no control. Unfortunately, these students will
procrastinate, make excuses, and quit as soon as possible, resulting in low academic
achievement.

On the other hand, when a student does perceive he has control, there are a multitude of
positive academic consequences. This includes, but is not limited to, engagement in academic
activities, setting high and concrete goals, increased focus on tasks, and more preemptive action
like study and practice. These students actually learn more because they approach learning with
enthusiasm and vigor, enjoy challenges, and seek help when needed (Skinner & Greene, 2008).
These positive consequences of perceived control are skills that will help students throughout
their academic careers and further strengthen relationships between teachers and students.
Therefore, teachers should seek to build a sense of student control; the positive consequences of
control can have numerous and lasting effects on students.

SUMMARY, CONCLUSIONS & RECOMMENDATIONS

Based from the gathered data, I guess the most pressing concern by the teacher is the
student’s capacity towards learning and the matter of multiple intelligences possessed by the
learners. The very goal of a teacher is to make sure that his/her students learn something from
him/her. And having this challenge, where students are so diverse in learning is a matter of
strategy to fit in with their interests. Most of the teachers at the present time, are having a hard
time addressing this issue thus, a strong positive relationship between students is a must in
transcending boundaries and achieving competence of learning at greater heights.
 A teacher’s impact on their students can last long after the end of the school year or even
more. After a student has a meaningful connection with their teacher, they’re more likely to form
similar relationships in the future. Because these relationships can give students the guidance and
support they need to succeed, it is essential to nurture them in school. Effective communication
between teachers and students can also strengthen and more likely develop socially appropriate
behavior. When struggling students are treated as bad or unintelligent by their teachers, they’re
unlikely to change. But when teachers make an effort to care about and help them, these students
are more than capable of growth.

Beyond academic success, building positive relationships with students can help teachers,
too. 25-40% of new teachers are likely to leave the education field within five years. But positive
relationships with students can reduce this number and show teachers how their career changes
lives. Interacting with the students and helping them with their individual struggles is an extra
sense of fulfilment in the career chosen.

Meanwhile, the concept of teachers building relationships with their students in order to
be seen as a credible and trustworthy source of information is a worthwhile endeavor for long
term learning (McCombs & Whisler, 1997). Accordingly, to describe the process for building
relationships with students is through actual practices and by deliberating steps a teacher takes to
build relationships with his/her students in order to effectively deliver the instruction necessary
for learning.

Henceforth, researcher concludes that forming strong and supportive relationship 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 better academic gains. A teacher’s
personal interactions with his or her students can make a significant difference for students.
When teachers are motivated and sincerely care for their students, they are more likely to think
about their practice and employ strategies that create a welcoming and enjoyable learning
environment. Helping a student become more motivated and engaged, and thus academically
successful, is building and maintaining positive teacher-student relationships.

To the future researchers, this will serve as reference in the future for other related
studies. This could serve as their guide and additional reference as they would conduct a study in
relation to this. This may also help them get additional insights to innovate new ideas and make
them their own.
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Reis da Luz, F.S. The Relationship between Teachers and Students in the Classroom:
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Lehigh University College of Education. Positive Teacher-Student Relationship Quick Reference

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