EXPLORING THE ROLE OF TEACHER - STUDENT RELATIONSHIPS IN ACADEMIC ACHIEVEMENT: A QUALITATIVE STUDY IN SECONDARY SCHOOLS IN PAKISTAN

Abstract

In addition to content and instructional practices, the quality of interpersonal relationships developed in the classroom has an impact on secondary school academic attainment. Among these, the relationships between teachers and students are crucial in determining students' motivation, academic engagement, and general learning results. The impact of teacher-student interactions on academic performance in Pakistani secondary schools is investigated in this qualitative study. The study aims to comprehend how students and instructors view relationship elements including trust, emotional support, communication, respect, and teacher availability and how these elements affect students' academic achievement by drawing on constructivist and sociocultural viewpoints.

Semi-structured interviews and focus groups with secondary school instructors and students from particular public secondary schools in Pakistan were used to gather data using a qualitative research design. The data was analyzed using thematic analysis, which made it possible for significant patterns and meanings to surface from the participants' actual experiences. The results show that a supportive classroom environment that boosts students' motivation, self-assurance, and willingness to engage in academic tasks is fostered by positive teacher-student relationships. Participants stressed that children' dedication to learning and academic achievement are greatly impacted by teachers who exhibit empathy, justice, and constant academic assistance. On the other hand, it was thought that remote or dictatorial teaching behaviors hindered students' participation and success.

Keywords study comes to the conclusion that a key component of academic success in secondary education is solid teacher-student interactions. It emphasizes the necessity for Pakistani school policies and teacher preparation programs to give relational and emotional aspects of teaching equal weight with instructional competency. The results add to the body of knowledge by providing context-specific insights into how classroom relational practices can enhance academic performance in secondary schools in Pakistan.