Linking Teacher-Student Relationship to Academic Achievement of Senior High School Students

Abstract

Students' level of academic engagement and achievement at any level of education is partly linked to the kind of relationships that exist between them and their teachers. The study examined the impact of teacher-student relationships on the academic achievement of students in Senior High Schools in Winneba, Ghana. Eighty students were conveniently sampled from two strata, while data were qualitatively collected using a semi-structured interview guide and analyzed thematically. The study uses the four clusters of teacher-student relationships as a framework to discuss the types of relationships that exist in Ghanaian Senior High Schools. The study revealed that connected, dependent, peaceful, and conflicting teacher-student relationships prevail in Senior High Schools. However, administrative restrictions and certain attitudes of teachers and students impede the development of effective teacher-student relationships. Whereas positive relationships create environments that augment academic achievement, threatening relationships stifle academic achievement. Teachers should deliberately express concerns about both students’ academic and non-academic lives, as this makes students feel accepted and motivated to improve their academic work.