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The Influence of Teacher-Student Relationships on Students'

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Article · April 2023

DOI: 10.51380/gujr-39-01-06

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 GOMAL UNIVERSITY
JOURNAL OF RESEARCH
Gomal University, Dera Ismail Khan, Khyber Pakhtunkhwa, Pakistan
ISSN:1019- 8180 (Print) ISSN: 2708- 1737 (Online)
Website www.gujr.com.pk HEC Recognized Social Sciences CrossRef DOI:10.51380

THE INFLUENCE OF TEACHER-STUDENT RELATIONSHIPS ON STUDENTS’

ACADEMIC ACHIEVEMENT AT UNIVERSITY LEVEL
Ayesha Afzal1, Shahid Rafiq2 & Ayesha Kanwal3
1AssistantProfessor, University of Management and Technology (UMT), Lahore, Pakistan
2
Outcome Based Education Manager, University of Central Punjab, Pakistan
3
Associate Tutor, School of Education, University of Glasgow, UNITED KINGDOM

KEYWORDS ABSTRACT
Teacher Student The primary goal of this research was to investigate relationship between
Relationship, Academic teachers and students and its impact upon students' academic success. As
Achievement, students spend significant amount of time with their teachers, collaborative
Perceptions, Students’ and close relationship between them has a critical and meaningful effect
Grades
on students. This study aimed to answer two key questions: How do
Article History students perceive their relationships with their teachers? And how does
relationship amid teachers and students affect academic achievement? To
Date of Submission: address these questions, the study employed a positivist paradigm and a
09-01-2023
quantitative approach. The survey method was used to collect data, and a
Date of Acceptance:
22-03-2023 structured questionnaire was used as instrument. The study population
Date of Publication: comprised all public and private universities in Lahore, and a convenient
31-03-2023 sampling technique was used to select eight universities, four public and
four private. Collected data were analyzed using SPSS-V-27, & descriptive
and inferential statistics were used to draw conclusions. The study findings
revealed that strong relationship between teachers and students existed,
and it had a significant impact upon students' academic achievement.
The study also found that students' perceptions of their relationships with
their teachers were positive and had positive effect on their grades &
academic achievements.

2023 Gomal University Journal of Research

Corresponding Author Ayesha Afzal: ayeshaafzal@umt.edu.pk
DOI https://doi.org/10.51380/gujr-39-01-06

INTRODUCTION
The significance of collaboration between teacher and students has been highlighted in studies
examining predictors of academic success and accomplishment. An adaptive relationship with
teacher was discovered to be most frequently connected with academic accomplishment when
most of components associated with favorable academic results were analyzed. Teacher has a
fundamental impact on lives and careers of their students. He aids youngsters in developing

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Afzal, Rafiq & Kanwal … The Influence of

their careers for prosperous future. It is seen that student who have positive relationships with
their teachers are more familiar with them and these students exhibit less reliance and conflict.
These students outperform other students to academic attainment. Students who perceive a
terrible relationship with their teachers undoubtedly depend more on them, lead troubled lives
and lack intimate relationships, which contributes to their poor academic performance (Means
& Pyne, 2017). The relationship between teacher and the students significantly impacts both
parties' performance. When managing classroom issues, many elements are influenced by this
relationship, which affects the success level of teacher job and degree of student achievement.
According to Vlachopoulos and Makri (2019) education is a highly interactive process whose
effectiveness depends on how people approach it. In the case of education, the teacher-student
connection is critical factor. In other words, this interaction is crucial to teaching and learning
processes.

Effectiveness of such interaction can be directly tied to how well teacher facilitates learning
(Law, Geng & Li, 2019). The teacher-student relationship is undoubtedly challenging, but both
sides work to make it better at personal level. If they create a positive learning environment
that is kind and supportive, students will be interested in learning. Due to the substantial and
favorable effects of link between two items on student conduct during class, students become
more engaged in learning activities and class discussions and take an active part in learning
and understanding (Xu, Chen & Chen, 2020). In modern era, if such elements are missing in
relationship amid teachers and students, students will disobey rules, fail to follow instructions,
and show little regard for authority (Strawhacker, Lee & Bers, 2018). Based upon conscience
paradigm, when teachers emotionally invest in students, it rallies their learning experiences
and makes them less likely to avoid class (Barkley & Major, 2020). Many eminent researchers
have demonstrated that main factors that have the most significant impact on the relationship
between teachers-students are optimistic and cautious affection, teaching methods, a teacher's
authority, a student's positive response to teacher, teacher's promptness, and way the teacher
treats a student. If these qualities are lacking, it will negatively affect how well students and
teachers interact (Xu, Chen & Chen, 2020). As someone talks about educational achievements,
first things that spring to mind are their practical skills, formal knowledge they have acquired,
their ability to obtain employment and the percentage of the marks they received on their final
exams.

Tight (2020) asserts that grades are reliable indicators of students' intellectual progress in a
classroom setting, and current study includes this idea by considering respondents' responses.
Aggregate-grade Student use many methods for awareness and achieving their goals. Thus, the
ideal teacher is aware of these techniques since only then can he have positive, useful impact
on relationship (Wahyudi, 2022). Solid relationships between both parties are fundamental
variables in learning process that profoundly and profoundly impact students' engagement,
academic success, professional growth, and preparation for rest of life's issues. Development
of social and academic conditions and the favorable improvement in students' behaviors are
influenced by the teachers' and students' more positive engagement with one another (Jiang &
Zhang, 2021). According to research, teachers and students spend lot more time together than
in any other relationship, teachers must use this relationship's influence over their students to
create an effective learning environment, change behavior and improve academic performance
(Rafiq, Afzal & Kamran, 2022). Most significant source of teacher motivation is the positive
relationship with students. If teacher is highly motivated, he will care about his students, that

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will inspire them to pay more attention to their studies and assist them in getting good grades.
All of this is made possible by teachers' welcoming and motivating environments, which result
in better experiences and positive relationship between teacher and student (Barkley & Major,
2020).

A teacher-student relationship takes a long time to develop since it considers both the parties'
impressions of one another and their attitudes, beliefs, interactions, and behaviors. Due to the
supportive and strong relationships between teacher and students, kids feel more comfortable
and secure. They may get closer to their classmates and produce competent and productive
outcomes. Students experience several trajectories during their academic careers where they
cannot connect to the social and academic resources offered in classroom and school, leading
to a failure (Means & Pyne, 2017). Although many different and complicated aspects affect a
child's performance, research shows that teacher expectations significantly impact students'
learning. We can conclude that one of most important characteristics that distinguish more
effective schools from those that are less successful is the high expectations placed on teachers.
The cooperative and learning relationships between them, on other hand, are more significant
factor that influences the students' learning environments and academic achievement because
they increase students’ engagement in studies, make learning more enjoyable, and transform
classroom environment into one that is welcoming (Strawhacker, Lee & Bers, 2018). Suppose
teachers encourage all students equally to engage in classroom activities and provide friendly
learning environment. Students will become more motivated, energetic and optimistic in their
cooperative teamwork, schoolwork & academic achievement (Anwar, Asari, Husniah & Asmara,
2021).

LITERATURE REVIEW
The teachers' and students' relationships have been described as well-connected, friendly, and
low-conflict, with availability and connectedness playing critical roles in the entire process. A
solid and supportive relationship amid teachers and students will boost students' motivation
and overall academic performance (Warren, 2021). For instance, the supporting role from the
teacher will improve the students' arithmetic and reading abilities. For teaching to have a high
quality, it shouldn't focus only on the subject matter; instead, a teacher should openly share
what they have learned from their life to benefit students (Tan & Caleon, 2022). The better the
teacher gets along with these students, the more the students are likely to benefits from the
teacher's personal knowledge and life experiences. On the other hand, students with an awful
connection with their teachers tend to depend on them more, engage in more conflict, and are
not as close to them. According to Schuck, Lambert and Wang (2021) students frequently view
teachers as central role models on par with parents. The students look to their teachers as role
models who can educate them both formally and informally by exposing them to particular
attitudes, outlooks, and lifestyles, because education in and of itself is diverse, and the process
of education is complex. Thus, besides playing educational role, teachers must also play moral
role.

According to Mosley, Broyles, and Kaufman (2021), most students who exhibit the academic
or punctuality problems interact with their teachers more frequently, demonstrating that the
teacher-student connection is multifaceted. Several dimensions and features might be linked
to it; therefore, it is the responsibility of the teachers to act in a socially acceptable manner by
maintaining themselves. From research upon connectedness and communication problems in

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the classroom, we learn that many teachers are to blame for unfavorable consequences that
students experience throughout their study sessions. Although very little research focuses on
teacher conduct's negative features, they make studying this factor challenging (Ye, Wang,
Zhu, He, Havawala, Bai & Wang, 2022). The teacher's attitude of support is crucial because,
without it, students have trouble building a positive, emotional, and social self-concept. At the
moment, academic changes mainly concentrate on the curriculum or the content; little effort is
being put into teacher-student relationship. Support from teachers may be seen as an effort to
help students grow socially, personally and academically. This idea is akin to institutions social
support since it has a significant connection to a child's psychological well-being (Tao, Li, Lam,
Leung, Sun & Wu, 2021). Practically, all teachers aim to mix their tenacity and care for their
students throughout timing of educational institutions while staying within social & practical
bounds.

It brings up a different facet of the interaction between teachers and students: whether or not
the teacher is affectionate toward the students. Along with teacher's devotion, another factor,
namely the teacher's resolve, pushes the teacher to the point where he must be present to help
the student anytime they need it (Chu, Liu & Fang, 2021). Numerous studies have shown that
a teacher's importance of the student-teacher relationship affects students' educational success
and performance after school year. Afzal and Rafiq (2022) revealed that student involvement
has different components, including behavioral engagement, academic and extracurricular
activities, and emotional engagement, which is sense of belonging to the school or the teacher.
According to many researchers, there is the positive correlation between student achievement
and engagement (Warren, 2021). In that case, it becomes clear that teachers play some role in
motivating students to engage in academic and extracurricular activities. He can motivate the
youngster to become more active, engaged, and productive, which will inevitably aid student in
enhancing his academic achievement (Kamran, Afzal & Rafiq, 2022). Thus, more pleasant and
fruitful relationships with good emotional and the behavioral involvement were seen, which
helped their academic progress in a noticeable way (Curran, 2017). He conducted this study
with the idea that interactions between teachers and students have a favorable and beneficial
effect on the students' academic achievement in US high schools. The findings supported his
theory.

According to vast majority of research, there is prognosis that can show how their relationship
would affect students' academic performance and results. As a result, many academic metrics
may be utilized to evaluate the impact of the interaction between teachers and students (Rafiq
& Qaisar, 2021). A study discovered that the self-determination factor might be used to predict
academic performance. Many research has been looked at, and it has been shown that none of
them were able to demonstrate reciprocal link between student and teacher accomplishment.
Numerous studies support fundamental role teachers play in helping students develop various
learning characteristics and lifestyles. Teachers often fail to see how demeaning and unfair
they treat their students (Strawhacker, Lee & Bers, 2018). Such teaching methods have a more
negative impact upon students' motivation for their lessons. Higher teacher expectations also
have a significant impact on achieving solid academic results.The primary importance of the
current research study is to emphasize and give more knowledge about comprehension and
consideration of teachers' and students' relations, significantly impact academic performance
and career development. Thus, the findings of this study will advance theoretical and practical
understanding regarding interactions between teachers and students in the field of education.

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Such studies will assist educators in making changes as well as developing successful teaching
techniques and tactics to develop the positive and productive relationships between the two
things.

The connection between teachers and students, considered in the social environments where
learning takes place, is one of the most significant factors affecting students’ involvement and
motivation concerning academic achievements (Tao, Li, Lam, Leung, Sun & Wu, 2021). In
addition to gender, the interaction between teachers and students affects students' grades and
learning outcomes. Students participate in learning activities that are planned both inside and
outside the classroom when there is a more supportive and encouraging relationships between
them (Curran, 2017). Positive and encouraging behaviors from both parties significantly effect
the connection between the teacher and student (Kamran, Afzal & Rafiq, 2022). It is natural
for students to feel conformable, which leads to supportive behaviors at home. A pleasant and
fruitful connection is essential to student learning and effective instruction (Wahyudi, 2022).
Relationship between teachers and students has long been recognized as essential component
of the academic environment. In today's rapidly evolving the education system, it is critical to
understand how this relationship affects student academic achievement. Lahore's universities
are known for their academic excellence, but the impact of teacher-student relationships on
students' academic performance in these institutions remains largely unexplored. Therefore,
the main problem addressed in this research is to investigate the impacts of teacher-student
relationships on academic achievement of students in public and private universities in Lahore,
Pakistan.

Objectives & Questions

1. To examine how students perceive their relationships with teachers.
2. To determine how relationship amid teachers & students affect students' achievement.
3. How do the students perceive their relationships with teachers?
4. How does relationship amid teachers & students affects student academic achievement?

Figure 1 Conceptual Framework

Significance of Study
This research study has potential to provide valuable insights for university teachers to evaluate
impact of their relationships with students on academic outcomes. By understanding various
dimensions of teacher-student relationships, teachers can enhance quality of their interactions
with students and promote productive learning outcomes. Improved academic performance of

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students can significantly impact overall reputation of the institution. Findings of this study can
be used to guide the teacher-student relationship-building practices and intervention aimed at
improving academic achievement. Teachers can be more mindful of their communication styles,
motivation levels, availability, and connectivity with the students to foster the positive learning
environment. Most vital factor for teachers is that they have time to spare and can individually
consider their students' needs to plan activities and design learning and teaching approaches
accordingly with the complete understanding and deep knowledge. This can be accomplished
by creating open lines of communication, actively engaging students, providing support and
guidance, and showing genuine interest in their academic progress. Furthermore, institutions
can use these results to develop training programs for teachers to enhance their ability to build
strong relationships with their students. By investing in teacher development, universities can
ensure that their students are receiving support and guidance necessary to achieve academic
success.
RESEARCH METHODOLOGY
Methodology is vital aspect of research that focuses on theoretical, explanatory and descriptive
procedures used in study. This study employs a quantitative research approach to gather data
and fulfill its objectives. Primary objective of this research is to investigate impact of teacher-
student relationships on students' academic achievement. To conduct this research, a survey
method was used, which is common approach in quantitative research. A questionnaire was
designed to collect data from sample population. Questionnaire was well-organized to ensure
that it covered all relevant aspects related to the teacher-student relationships and academic
achievement. Sample population for this study consisted of students from all public 7 private
universities in Lahore, Pakistan. A total of eight universities, four public and four private, were
selected using convenient sampling techniques. One hundred students from each university
were Conveniently selected to participate in study. Thus, a total of 800 students participated
in the study. Data collected through survey was analyzed using SPSS-V-27. In this regard, both
descriptive and inferential statistics were used to draw conclusions from the data. Descriptive
statistics such as mean, standard deviation, and frequency distributions were used to describe
the sample characteristics. Consequently, the inferential statistics such as regression analyses
were employed to examine relationship between teacher-student relationships and academic
achievement.
Table 1
Sampling Frame of Public Universities
S.R # University Name Sample Collected Conveniently
1 “University of the Punjab 100
2 University of Education 100
3 Government College University 100
4 Lahore College for Women University” 100
Total Sample Size 400
Table 2
Sampling Frame of Private Universities
S.R # University Name Sample Collected Conveniently
1 “University of Management and Technology 100
2 University of Central Punjab 100
3 University of Lahore 100

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4 Beaconhouse National University”” 100

Total Sample Size 400

DATA ANALYSIS
Table 3
Frequency Distribution of Respondents by Gender
Characteristics Scale F %
Gender “Male 299 37.4
Female 501 62.6
Sector Public 400 50
Private 400 50
Degree Program Graduate 150 18.8
BS/B.Sc. 510 63.75
MS/M.Sc. 290 36.25
Faculty/School/Department Business 270 33.75
Education 120 15
Social Science 170 21.25
Science 109 13.63
Technology 61 7.63
Arts & Humanities” 70 8.75
CGPA 1.0 – 2.4 73 9.1
2.5 – 3.4 321 40.1
3.5 – 4.0 406 50.8

Table 4
Responses Regarding Communication
Communication SA A ND D SD Mean SD
“My teacher has good connectivity with me. 380 229 111 61 19 4.1125 1.0591
My teacher demonstrates personal knowledge with me. 265 311 160 45 19 3.9475 0.9840
My teacher frankly exchanges information with me. 212 306 191 66 25 3.7675 1.316
My teacher frankly shares their experiences with me.” 213 299 161 83 44 3.6925 1.1334

Figure 2
Responses Regarding Communication

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Table 5
Responses Regarding Motivation
Motivation SA A ND D SD Mean SD
“My teacher motivates me. 216 277 175 68 64 3.0325 1.1572
My teacher shows genuine care for me. 230 291 166 50 64 2.8523 1.1443
My teacher takes interest in my learning. 216 310 189 65 20 3.0283 1.0563
My teacher has supportive attitude. 281 251 190 58 20 3.5274 1.4521
My teacher understands your problems. 213 313 173 69 32 3.8542 1.5232
My teacher shows affection to me.” 265 315 140 56 24 3.5874 1.9634

Figure 3
Responses Regarding Motivation

Table 6
Responses Regarding Availability
Availability SA A ND D SD Mean SD
“My teacher is available after class. 234 288 157 49 72 3.704 1.2072
My teacher provides assistance whenever required. 215 291 174 66 54 3.684 1.1513
My teacher guides me after class. 176 348 160 49 67 3.646 1.1381
My teacher provides me different skills for life. 230 290 169 48 63 3.720 1.1708
My teacher helps me to understand family matters. 194 323 163 55 65 3.657 1.1563
My teacher helps me to provide different practical.” 215 272 180 76 57 3.640 1.1778

Figure 4
Responses Regarding Availability

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Table 7
Responses Regarding Connectivity
Connectivity SA A ND D SD Mean SD
“My teacher communicates affectively. 215 291 174 66 54 3.1521 1.0632
My teacher feels comfortable with students. 194 323 163 15 65 3.9475 0.9840
My teacher comes in class with well preparation. 214 273 180 76 57 2.3214 1.5142
My teacher feels confident during class. 206 275 176 90 53 3.1452 1.0124
My teacher responds to queries.” 175 285 167 93 80 3.2541 1.1254

Figure 5
Responses Regarding Connectivity

Table 8
Responses Regarding Development
Development SA A ND D SD Mean SD
“My teacher struggles for my personal development. 217 309 189 67 18 3.800 1.0032
My teacher struggles for my academic development. 281 245 196 61 17 3.890 1.0403
My teacher struggles for my social development. 214 312 173 69 32 3.5645 1.0161
My teacher struggles for intellectual development. 267 313 144 52 24 3.3941 1.1312
My teacher use resources for student development. 241 320 151 58 32 3.6542 1.0321
I am totally depending on my teacher.” 279 264 173 50 34 2.1521 1.0521

Figure 6
Responses Regarding Development

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Table 9
Association between Communication and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .5300a .042 .032 .000b

The findings revealed a strong relationship between communication and students' academic
achievements, as indicated in Table 9. The coefficient of determination (R-squared) value of
0.042 shows that communication explains 4.2% of the variability in students' academic scores
(CGPA). Thus, hhis indicates a significant relationship between communication and students'
grades.

Table 10
Association between Motivation and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .816a .043 .041 .000b

Based on results shown in Table 10, there is significant correlation amid students' academic
achievements and teacher motivation. The coefficient of determination (R-squared) value of
0.043 explains 4.3% of the variability in students' academic scores (CGPA), indicating a strong
association between teacher motivation and students' grades.

Table 11
Association between Availability and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .6595a .034 .019 .003b

The results presented in Table 11 suggest a significant relationship between students' academic
achievement and the overall availability of teachers. Coefficient of determination (R-squared)
value of 0.034 explains 3.4% of the variability in students' academic scores (CGPA), indicating
a strong correlation between the availability of teachers and students' grades.

Table 12
Association between Connectivity and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .687a .040 .036 .000b

The findings presented in Table 12 indicate a significant correlation between connectivity and
students' academic achievement. The coefficient of determination (R-squared) value of 0.040
explains 4.0% of variability in students' academic scores, suggesting strong association amid
relationship and students' grades.

Table 13
Association between Development and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .573a .028 .031 .000b

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Based on results presented in Table 13, there is a moderate correlation between development
and students' academic results. The coefficient of determination (R-squared) value of 0.028
explains 2.8% of variability in students' grades, indicating a significant association between
development and students' academic performance.

Table 14
Association between Teacher-Student Relationship and Student`s Academic Achievement
M R R Square Adjusted R Square Sig.
1 .683a .041 .043 .000b

The results presented in Table 14 demonstrate a strong correlation between teacher-student

relationships and students' academic achievement. Coefficient of determination (R-squared)
value of 0.041 explains 4.1% of variability in academic achievement, indicating a significant
association between teacher-student relationships and students' grades.

DISCUSSION
The relationship between teachers and students has been shown to have significant impact on
students' academic achievement in Pakistani universities. The research suggests that positive
teacher-student relationship lead to increased motivation, engagement academic performance,
while negative relationship can lead to decreased motivation, disengagement & poor academic
performance (Shaukat & Iqbal, 2020). Several studies conducted in Pakistani universities have
found positive relationship between teacher-student relationships and academic achievement.
For example, one study found that students who reported having positive relationships with
their teachers had higher grade point averages than those who reported negative relationships
(Shaukat & Iqbal, 2020). Another study found that students who felt respected and valued by
their teachers had higher self-esteem, self-efficacy, which led to better academic performance
(Zulfiqar, Fatima, & Ammar, 2021). The indicators of teacher-student relationship, including
communication, motivation, availability, connectivity and development, is shown to strongly
influence student academic achievement (Chu, Liu, & Fang, 2021). These indicators have high
correlation values, indicating strong link amid the teacher-student relationships and academic
achievement.

Positive relationship perceptions, such as feeling connected and supported by teacher, have
been associated with better academic performance, while negative perceptions, like arguments
and lack of intimacy, have been linked to poor academic performance (Mejia & Hoglund, 2016).
Furthermore, clear feedback and expectations from teachers is found to improve academic
performance in Pakistani universities (Shaukat & Iqbal, 2020). Teachers who create a positive,
supportive learning environment and foster strong relationship with their students can promote
engagement and motivation, leading to better academic outcomes. Effective communication
between teachers and students is critical in creating the positive learning environment. When
teachers communicate clearly and effectively with their students, and thus, it can lead to better
understanding of course material, increased student engagement and ultimately, improved the
academic performance (Johnson, Johnson, & Stanne, 2000). Similarly, a teacher's availability
and willingness to help students can positively impact their academic achievements (Backer,
Van Keer, & Valcke, 2015). Therefore, students who perceive their teachers as accessible and
approachable are more likely to seek help when needed and may be more motivated to succeed
academically.

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Connectivity, or the sense of connection and belonging that the students feel towards their
teachers, has also been found to be significant predictor of academic achievement (Roorda et al.,
2011). When students feel that their teachers care about them and value their contributions,
they are more likely to be motivated to learn and perform well academically (Ladd & Burgess,
2001). Teacher motivation has been linked to the student motivation, with motivated teachers
having a positive impact on their students' academic achievement (Fredricks, Blumenfeld, &
Paris, 2004). Finally, role of teacher development in the teacher-student relationship cannot
be overlooked. When teachers are committed to their own professional development, it can
positively impact their students' academic achievement (Desimone, 2009). In this connection,
teachers who are constantly seeking to improve their teaching skills and knowledge are better
equipped to create a positive learning required environments and help their students succeed
academically. However, some studies have reported mixed findings upon the impact of teacher
support on academic achievement in Pakistani universities. In this connection, for example,
one study found that in particular group of students, teacher-student relationship was almost
independent of academic performance, suggesting that other factors may also play a role (Oz,
2019).

CONCLUSION
The primary goal of current research was to determine and assess the influence of relationship
between the academic achievement of students and teachers. Most respondents said that their
teacher had good communication during and after class. The majority of respondents concur
that their teachers openly share information and experiences with them, are accessible to them
after class, have excellent and effective communication with them, have motivated them, are
interested in their learning, have the supportive attitude toward them, are sensitive to each
student's needs and cultural background, and display affection toward them. They also feel
comfortable around students, their teachers are confident in class and effectively respond to
students’ questions, they use resources for their student's development, and most of students
depend on their teachers. Finally, they are aware of their students' problems, work to help
them develop personally and intellectually, and support them in both after-class and family
matters. The overwhelming majority of respondents firmly believe that their teachers work
hard to improve their student's academic performance, organize their courses, offer aid when
students need it, and grade their students equitably. Study's findings conclude that students'
perceptions of their relationships with the teachers are essential and that such relationships
positively affect students' grades and achievements. Previous literature also supports study's
findings.

Recommendations
1. A significant percentage of students stated that their teacher had strong connectedness,
an open flow of information, availability, communication, inspiration, and sharing of
experiences on their side. In this regard, it might be best for students to yield from the
teacher's expertise and use it to their advantage.
2. Most of the respondents affirmed that their teacher exhibits inspiring conduct, emotional
communication, and a supportive attitude. In this regard, it would be best for the teacher
to be available to students whenever they need help so that student-teacher relationship
can develop effectively. Student availability of the teacher after class hours for assistance
whenever the student requires it is very much supported by the students.

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3. Teachers should work to support students' growth, whether intellectually, personally, or

socially, so that a student may understand the significance and worth of the teacher in a
practical sense.

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Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college
faculty. John Wiley & Sons.
Chu, W., Liu, H., & Fang, F. (2021). A tale of three excellent Chinese EFL teachers: Unpacking
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