Relationship of Teachers' Academic Guidance Competence and Students' Satisfaction at Secondary School Level

Abstract

This study focused on the association between teachers' academic guidance competence and students' satisfaction at the secondary school level in district Mardan, KP, Pakistan. Teachers and students at government secondary schools provided data, and a quantitative survey, more precisely a survey-type research design was used. Based on the stratum-wise distribution of schools, stratified random sampling was used applying Krejesic and Morgan's table to calculate the sample size. In district Mardan, both urban and rural teachers and students from government secondary schools made up the study's population. A self-created questionnaire with a five-option Likert scale was used to collect the data. Supervisor feedback was utilized to guarantee face validity, and a pilot study was carried out to confirm reliability. Students' academic satisfaction, teachers' guidance competence, and the relationship between the two variables were examined by independent sample t-tests using SPSS V-22. In light of the importance of teacher-student interactions in secondary education, the study finds that excellent academic mentoring correlates to better levels of student satisfaction.