The effect of teacher-student relationships on students' motivation in physical education in Yola North Local Government Area, Adamawa State
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Background of the Study
The quality of teacher–student relationships has been increasingly recognized as a pivotal determinant of student motivation in physical education. Research has demonstrated that positive interpersonal interactions foster trust, enhance communication, and promote a supportive learning environment (Ogundipe, 2023). In Yola North, variations in these relationships have been shown to directly influence students’ willingness to participate actively in physical education classes (Bello, 2024). Effective teacher–student rapport encourages risk-taking in physical activities and instills a sense of self-confidence among students. This dynamic is particularly critical in physical education, where motivation directly impacts skill acquisition and overall performance (Ibrahim, 2024). Additionally, a nurturing classroom climate can mitigate the adverse effects of external stressors and socio-economic challenges, thereby reinforcing students’ commitment to healthy lifestyles (Ademola, 2025). Educational reforms and training programs that emphasize relationship-building have proven to elevate both academic and physical performance, suggesting that robust teacher–student interactions are essential for holistic development (Chukwu, 2023). Such findings underscore the need for continuous improvement in communication strategies and interpersonal skills among educators, tailored to the unique challenges of physical education environments.
Statement of the Problem
Despite the acknowledged benefits of strong teacher–student relationships, many physical education classes in Yola North exhibit challenges in maintaining such dynamics. Reports indicate that inconsistent interaction patterns, coupled with large class sizes, often diminish the motivational impact of these relationships (Fadeyi, 2024). Moreover, cultural and socio-economic factors may impede open communication, reducing the effectiveness of teacher interventions (Umeh, 2023). The lack of formal training on interpersonal skills for physical educators further aggravates the situation, leading to disengagement and reduced physical activity among students. Consequently, without a conducive relational environment, students may experience lower motivation levels, ultimately affecting their performance and long-term interest in physical fitness (Adegoke, 2025).
Objectives of the Study
1. To examine how teacher–student relationships affect motivation in physical education.
2. To identify key interpersonal factors that drive student engagement in PE classes.
3. To propose strategies for enhancing teacher–student rapport in physical education settings.
Research Questions
1. In what ways do teacher–student relationships influence students’ motivation in physical education?
2. What interpersonal factors most significantly affect student engagement in PE classes?
3. How can training interventions improve teacher–student relationships in physical education?
Research Hypotheses
1. Positive teacher–student relationships significantly enhance student motivation in physical education.
2. Effective communication and mutual respect between teachers and students correlate with higher engagement levels.
3. Structured interpersonal skills training for teachers improves the overall classroom climate in PE settings.
Significance of the Study
This investigation offers valuable insights into the role of teacher–student relationships in fostering motivation within physical education. The findings will guide educational stakeholders in designing targeted interventions to improve interpersonal dynamics and, thereby, student participation and performance (Ibrahim, 2024).
Scope and Limitations of the Study
This study is confined to physical education classes in secondary schools within Yola North Local Government Area and focuses exclusively on teacher–student relational dynamics and their impact on student motivation.
Definitions of Terms
1. Teacher–Student Relationship: The interactive rapport and communication established between educators and learners.
2. Student Motivation: The intrinsic and extrinsic drive that influences a student’s willingness to participate and excel in learning activities.
3. Physical Education: A curriculum component that promotes physical activity, sportsmanship, and overall fitness.
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