The Role of Teacher-Student Relationships in Enhancing Students’ Academic Performance in Advanced Level Secondary Schools in Moshi Municipality
DOI:
https://doi.org/10.59645/abr.v17i2.691Keywords:
teacher-student relationship, academic performance, advanced level, secondary education, gender differencesAbstract
The role of teacher-student relationships in shaping academic achievements has become a subject of global interest. However, a critical gap emerged in the context-specific understanding of these relationships and their impact on academic performance. To address this gap, this study aimed to explore secondary school students' attitudes towards the influence of teacher-student relationships on academic performance and to examine the extent to which teacher-student relationships affect academic performance. The study was guided by attachment theory. A cross-sectional survey research design was employed, utilizing a questionnaire to collect data from 92 students in Moshi municipality. Purposive sampling was used to obtain schools, and Simple random sampling was used to get students. Data were coded, entered, and analysed using Statistical Package for Social Sciences (SPSS) version 21.0. Descriptive statistics were used to examine students’ attitudes, reporting means, and percentages. The independent t-test was used to determine differences by gender and school ownership. The findings reveal that students generally hold a positive attitude towards the teacher-student relationship, and 80.3% revealed that teacher-student relationships enhanced academic performance. A gender-based analysis indicated significant differences (t (90) = -3.455, p = 0.001), with females holding more positive attitudes (mean = 4.1186, SD = 0.57992) than males (mean = 3.6449, SD = 0.71620). School ownership, however, did not yield statistically significant differences (t (90) = 1.494, p = 0.139) between public (mean = 3.9973, SD = 0.62915) and private schools (mean = 3.7782, SD = 0.72742). The study concludes that teacher-student relationships enhanced academic performance, and that female students exhibited more positive attitudes towards them than male students. The study recommends that teachers be equipped with guidance and counselling skills to respond to students' needs by creating a conducive atmosphere within and outside the classroom.
Downloads
References
Alexander, R., Smith, C., & Brown, K. (2022). Understanding global education reform and student achievement. International Journal of Educational Policy, 19(2), 101–118. https://doi.org/10.1080/edu.2022.10118
Baker, J. A., & Kim, S. (2018). Teacher–student relationships and student engagement: A multilevel analysis. Learning and Instruction, 54, 20–32. https://doi.org/10.1016/j.learninstruc.2017.09.003
Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviours and the teacher–child relationship. Developmental Psychology, 34(5), 934–946. https://doi.org/10.1037/0012-1649.34.5.934
Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.
Brown, T., Gonzalez, R., & Patel, S. (2024). Classroom relational processes and student achievement: Evidence from secondary schools. Educational Research Review, 37, 100–120. https://doi.org/10.1016/j.edurev.2024.100120
Cornelius-White, J. (2007). Learner-centred teacher–student relationships: A meta-analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Davis, H. A. (2003). Conceptualising the role of student perceptions of teacher–student relationships on academic adjustment. Educational Psychologist, 38(4), 207–234. https://doi.org/10.1207/S15326985EP3804_2
Dignath, C., & Veenman, M. V. J. (2021). Teacher–student relationships and learning: A meta-analytic review. Educational Psychology Review, 33(2), 501–531. https://doi.org/10.1007/s10648-020-09571-1
Engels, N., Creemers, B., & He, X. (2021). Teacher–student relationships and classroom engagement: Evidence from cross-national data. School Effectiveness and School Improvement, 32(3), 447–468. https://doi.org/10.1080/09243453.2021.1908112
Hämäläinen, R., Virtanen, S., & Lappalainen, P. (2022). Teacher support and academic outcomes in European secondary schools. European Journal of Education, 57(4), 565–583. https://doi.org/10.1111/ejed.12563
Hughes, J. N., & Zhang, D. (2021). Teacher–student relationships and engagement in learning: The role of emotional support and conflict. Journal of School Psychology, 86, 1–15. https://doi.org/10.1016/j.jsp.2021.03.002
Jackson, C., & Morales, M. (2023). School-level determinants of student academic performance in low-income settings. International Journal of Educational Research, 116, 102137. https://doi.org/10.1016/j.ijer.2023.102137
Johnson, A. M., Smith, R. L., & Brown, K. T. (2023). Teacher–student relationships and academic achievement in secondary schools: A longitudinal analysis. American Educational Research Journal, 60(2), 345–372. https://doi.org/10.3102/00028312221145678
Kahigi, S. M., & Mahenge, M. J. (2021). Teacher authority and student engagement in Tanzanian secondary schools. Journal of Education and Practice, 12(7), 45–54.
Kim, E., & Seo, E. H. (2022). Emotional support from teachers and adolescents’ academic motivation: A mediation analysis. Learning and Individual Differences, 95, 102152. https://doi.org/10.1016/j.lindif.2022.102152
Komba, S. C., & Mkumbo, K. A. (2022). Teacher professional development and student learning outcomes in Tanzanian secondary schools. Tanzania Journal of Education Research, 14(1), 55–69.
Li, Y., & Zhou, Y. (2025). Teacher–student relationships and academic achievement: A meta-analytic review. Educational Psychology Review, 37(1), 1–28. https://doi.org/10.1007/s10648-024-09876-3
Mkumbo, K. (2014). Teacher-student relationships and classroom climate in Tanzania. International Journal of Education and Research, 2(5), 123–136.
Mosha, H. J. (2021). Quality of secondary education in Tanzania: Challenges and prospects. Dar es Salaam University Press.
Mosha, H. J., & Mollel, N. S. (2022). School-based factors influencing academic performance in Tanzanian secondary schools. African Educational Research Journal, 10(3), 220–231.
Mwangi, L. W., Oketch, M., & Mutisya, M. (2023). Classroom relationships and learning outcomes in Sub-Saharan Africa: Evidence from secondary schools. International Journal of Educational Development, 96, 102690. https://doi.org/10.1016/j.ijedudev.2023.102690
Ndalichako, J. L., & Komba, S. C. (2022). Student–teacher interactions and learner engagement in Tanzanian secondary schools. Tanzania Journal of Education and Science, 18(2), 67–81.
OECD. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/3197152b-en
Ortiz, A. M., & Lee, J. S. (2023). Conflictual teacher–student relationships and adolescent academic disengagement. Journal of Adolescence, 95, 35–47. https://doi.org/10.1016/j.adolescence.2022.11.004
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
Ruzek, E. A., Hafen, C. A., & Pianta, R. C. (2016). Longitudinal effects of teacher–student relationships on academic growth. Journal of Applied Developmental Psychology, 45, 1–11. https://doi.org/10.1016/j.appdev.2016.01.002
Singh, R., & Rahman, A. (2024). Teacher–student relationships and secondary school achievement in South Asia. Asia Pacific Journal of Education, 44(1), 23–40. https://doi.org/10.1080/02188791.2024.1901234
Wang, M. T., Degol, J. L., & Henry, D. A. (2023). Teacher–student relationships and academic development in adolescence: A longitudinal multilevel study. Journal of Youth and Adolescence, 52(4), 789–804. https://doi.org/10.1007/s10964-022-01745-9
Wang, M. T., Ye, F., & Hofkens, T. L. (2024). Classroom relationships and academic engagement: A developmental perspective. Educational Psychologist, 59(1), 1–18. https://doi.org/10.1080/00461520.2023.2267894
Yoon, S., & Kwon, K. (2024). Teacher emotional support and academic anxiety among secondary school students in East Asia. Asia Pacific Education Review, 25(1), 85–99. https://doi.org/10.1007/s12564-023-09801-4
