ENHANCING ACADEMIC SUCCESS THROUGH TEACHER COMPETENCE: THE INFLUENCE OF STUDENT MENTAL WELL-BEING

Abstract

This study examines the relationship between teacher competence and university students’ academic achievement, with a specific focus on the mediating role of students’ mental health. The study followed the positivism research philosophy. Therefore, the study employs a quantitative, cross-sectional design. The target population consisted of 5,354 individuals from five universities, including 335 teachers and 5,019 students. A sample of 400 respondents, comprising 98 teachers and 302 university students, was selected through proportionate stratified sampling. Data were collected using structured questionnaires measuring teacher competence, students’ mental health, and academic achievement. Content validity was checked through experts’ judgment and Cronbach’s Aloha was used to estimate the reliability of the instruments. Pearson Product Moment Correlation and Barron and Kenny (1986) Model was used for mediation analysis. The results show a significant positive effect of teacher competence on university students’ academic performance. The mediation analysis further revealed that students’ mental health partially mediates this relationship. So, the study concluded that competent teachers not only enhance academic success but also create a supportive learning environment that contributes to better mental health among learners. When students experience reduced stress, improved motivation, and emotional stability, the positive influence of teacher competence becomes stronger. The also study concludes that teacher competence plays a vital role in shaping students’ academic achievement, and this relationship is significantly reinforced when students’ mental health is adequately supported. The study recommended that universities may strengthen continuous professional development programs for teachers and expand mental health services, including counseling units and awareness programs, to promote both.