RELATIONSHIP BETWEEN TEACHER-STUDENT RELATIONS ABSENTEEISM FACTORS AND ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS IN TORORO DISTRICT; A CROSS SECTIONAL STUDY.

Abstract

Background: This study aimed to explore the relationship between teacher-student absenteeism factors and academic performance among secondary school students in Tororo District. Methodology: The research design employed a descriptive, cross-sectional approach, utilizing both qualitative and quantitative methods. The study population included students in S4, teachers, and head teachers from four selected secondary schools in Tororo District. The sample size of 160 participants was determined using Kreijcie & Morgan's table, employing purposive and simple random sampling techniques. Data collection involved primary sources through questionnaires and interviews, as well as secondary data through document analysis. The instruments were carefully designed to align with research objectives, questions, and hypotheses, ensuring comprehensive data collection. Results: 59.3% were male and 40.7% were female. This shows that the sample was slightly biased towards males. Correlational findings revealed significant positive associations between teacher-student relations and academic performance. Regression models indicated that school environment, family background, and teacher-student absenteeism factors had a significant positive impact on academic performance. Conclusion: In conclusion, absenteeism, influenced by various factors, significantly negatively affected the academic performance of secondary school students in Tororo District. Recommendations: Recommendations included improving school facilities, enhancing sanitation, increasing access to learning resources, updating teaching methods, improving teacher attendance, and promoting parental involvement. Areas for further research were identified, such as investigating specific teaching methods and exploring the long-term effects of absenteeism on students' academic performance.