Academic performance Public secondary schools

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.