Likert scale questionnaire Pearson correlation analysis Teaching and learning conditions Teacher workload Professional development Classroom environment

This study examines the relationship between teacher–student relationships and students’ academic performance in public secondary schools in Egor Local Government Area. The research is motivated by concerns over declining academic outcomes and the need to understand how interpersonal dynamics within the classroom influence learning. A descriptive survey design was adopted, with a sample of students and teachers selected from selected public secondary schools using stratified and random sampling techniques. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive statistics and inferential tools such as correlation and regression analysis.
Findings reveal that positive teacher–student relationships—characterized by mutual respect, effective communication, emotional support, and fairness—are significantly associated with improved academic performance among students. Conversely, strained or distant relationships were linked to low motivation, poor classroom participation, and weaker academic outcomes. The study also indicates that factors such as teacher attitude, classroom environment, and level of student engagement mediate this relationship.
The study concludes that the quality of teacher–student interaction plays a crucial role in shaping students’ academic success in public secondary schools. It recommends that teachers adopt more supportive and student-centered approaches, while school administrators should promote professional development programs that enhance interpersonal and classroom management skills. Strengthening teacher–student relationships is essential for improving academic performance and overall educational outcomes.

This study examined the influence of teachers quality and work environment, as a determinant of secondary school student academic performance In Ovia North East of Edo State. The study was a descriptive survey design ,five research question were raised and two was hypothesis formulatee to giide the study. The sample size comprised of 56 teachers from 3 public senior secondary School in Ovia North East of Edo State. The two major instrument used was an administered self -structured questionnaire tiled “Teachers quality and work environment questionnaire” and a checklist titled Academic performance of student checklist”. The questionnaire had a four Point Likert Scale questionnaire with response of strongly agree, agree, disagree and strongly disagree. The responses were analysed using weighted means and standard deviation, while Pearson moment correlation analysis was used to test the hypothesis for this study. Findings from the study indicated that the senior secondary school teachers in Ovia North East were of high quality. The academic performance of secondary school students in Ovia North East Local Government Area was exceptionally high. Teachers perceived their schools to maintain clean and organized physical environments conducive to teaching and learning. The study revealed a moderate positive correlation between teacher quality and student academic performance in secondary schools in Ovia North East Local Government Area. The study also found a strong positive correlation between the work environment and student academic performance. .Based on the findings thie study recommended that School administration should promote a supportive atmosphere by recognizing and appreciating teacher’s efforts ,facilitating teamwork and providing mechanisms for conflict resolution . School administration should also regularly monitor and evaluate student academic performance to identify areas needing improvement monitor and adjust teachers workloads to prevent burnout also to ensure that teachers have adequate time for professional development among others. Further studies can be carried out to explore long term effects of teacher professional development programs on student academic performance in senior secondary schools in Ovia North East.