An assessment of the impact of teacher-pupil relationship on primary school pupils’ academic performance in Asaba Local Government Area, Delta State.
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Background of the Study
The relationship between teachers and pupils is a fundamental aspect of the educational process, significantly influencing learning outcomes and academic performance. In Asaba Local Government Area, Delta State, positive teacher-pupil relationships are believed to create a supportive and engaging classroom environment that enhances student learning (Ibrahim, 2023). Effective interpersonal relationships foster trust, encourage open communication, and promote a sense of belonging among students, all of which contribute to improved academic performance (Chukwu, 2024). Conversely, strained relationships may lead to disengagement, reduced motivation, and lower academic achievements. This study assesses the impact of teacher-pupil relationships on primary school pupils’ academic performance, drawing on both qualitative and quantitative data. It examines factors such as communication, mutual respect, and emotional support, aiming to provide insights into how these relationships can be strengthened to promote better educational outcomes (Adebayo, 2025). The findings are expected to inform teacher training programs and educational policies that prioritize relationship-building as a core component of effective teaching.
Statement of the Problem
Despite the recognized importance of positive teacher-pupil relationships, many primary schools in Asaba face challenges in fostering such connections (Ibrahim, 2023). Poor interpersonal relationships between teachers and pupils are associated with diminished academic performance and reduced student engagement (Chukwu, 2024). Limited research has focused on how these dynamics specifically affect academic outcomes in the local context. This study aims to address this gap by assessing the impact of teacher-pupil relationships on academic performance, with the goal of identifying key factors that can enhance educational experiences and outcomes for primary school pupils (Adebayo, 2025).
Objectives of the Study:
1. To evaluate the quality of teacher-pupil relationships in primary schools.
2. To determine the impact of these relationships on academic performance.
3. To recommend strategies for strengthening teacher-pupil interactions.
Research Questions:
1. What is the current state of teacher-pupil relationships in Asaba primary schools?
2. How do these relationships influence academic performance?
3. What improvements can be made to enhance teacher-pupil rapport?
Research Hypotheses:
1. Positive teacher-pupil relationships are associated with higher academic performance.
2. Poor relationships correlate with lower student engagement.
3. Interventions to improve teacher-pupil interactions will enhance academic outcomes.
Significance of the Study
This study is significant as it evaluates the impact of teacher-pupil relationships on primary school academic performance in Asaba. The insights will guide educators and policymakers in developing strategies to strengthen these relationships, thereby improving student engagement and learning outcomes. The research contributes to enhancing overall educational quality (Ibrahim, 2023).
Scope and Limitations of the Study:
The study is limited to assessing the impact of teacher-pupil relationships on primary school pupils’ academic performance in Asaba Local Government Area, Delta State. It does not include secondary education or other influencing factors.
Definitions of Terms:
1. Teacher-pupil relationship: The interpersonal connection between teachers and students.
2. Academic performance: The measurable success of students in educational assessments.
3. Interpersonal communication: The exchange of information and feelings between individuals.
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