The study investigated the relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. Descriptive survey and correlational research methods were employed for the study. The Teacher-student Interaction Questionnaire (TSIQ) was used to collect data from a sample of 1,074 respondents. A validated inventory was also used for the study. Proportionate simple random sampling technique was used to select 376 teachers and 707 students from 24 public secondary schools in the state. The study revealed that there was a significant positive relationship between teacher-student interaction and secondary school student academic performance in public secondary schools in Ekiti State, Nigeria. It was concluded that teacher-student interaction has a positive influence on secondary school student academic performance in Ekiti State, Nigeria. It has been established that teachers-students interaction is one of the determinants of secondary school student academic performance.

The present study on impact of teacher self efficacy on academic achievement of secondary school students. Sample of 236 high school teachers teaching in these schools were selected and 2842 students of the selected teachers. The results of the study revealed that teacher self efficacy showed significant positive impact on academic achievement of students.

The present study aimed to investigate the impact of the student-teacher relationship on the academic performance of secondary school students in Lasbela District, Balochistan. The study employed a descriptive survey design and selected a sample of 225 secondary school students and 110 secondary school teachers (SST) using a simple random sampling technique. Hypotheses were tested using regression analysis, and the data collection instrument used was the Student-Teacher Relationship Questionnaire (STRQ). The study's findings demonstrated that consistent communication between students and teachers and a conducive learning environment created by teachers had a significant impact on the academic performance of secondary school students in Lasbela District. Specifically, the beta values of the independent variables, as Regular Communication (216) and Creating a Learning Environment (221), indicated that these variables had a significant effect on the dependent variable, of the students' academic performance at the secondary school level. Based on these results, the study recommended that students should cultivate positive relationships with their teachers by participating actively in classroom activities, demonstrating respect for their teachers, and maintaining regular communication with them. Moreover, the study recommended that teachers should be encouraged to improve their interpersonal relationships with their students to enhance their academic performance. Teachers were also encouraged to leverage their teaching experience to create an interesting and engaging personal relationship with students, inspiring their interest in academic excellence. Overall, the study's findings are significant for educators, policymakers, and other stakeholders in education. The study highlights the importance of the student-teacher relationship in improving students' academic performance and suggests practical ways to foster positive relationships.

This study aimed to investigate the influence of assessment quality and assessment literacy on students' academic performance in core mathematics within senior high schools in the Akuapem North Municipality. Utilizing a cross-sectional design, data were collected from core mathematics educators in the municipality using a questionnaire covering demographic characteristics, assessment literacy, and teacher quality. A regression analysis was conducted to examine the relationship between assessment quality and literacy and student academic performance. The findings indicated that neither assessment quality nor assessment literacy significantly predicted student academic performance. Specifically, pedagogical expertise, subject-matter knowledge, classroom management skills, test construction understanding, and assessment feedback practice did not have a statistically significant impact on student academic performance. This study contributes to the understanding of the multifaceted factors influencing student academic performance and underscores the importance of comprehensive approaches in educational research and practice. The results suggest that other factors beyond assessment quality and literacy may play a more significant role in shaping student outcomes in the Akuapem North Municipality. Additionally, the study highlights the importance of considering local contexts and exploring a broader range of variables when examining educational outcomes, providing valuable insights for educators and policymakers aiming to improve student performance in core mathematics.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0788/a.php" alt="Hit counter" /></p>

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

One of the purest, deeply and inspirational relationships is that of a devoted teacher and willing students. Almost everyone has a favorite and those we liked less, it totally depends on how the student-teacher relationship were developed, nurtured and given space to evolve. Currently the academic performance of students in secondary schools has dropped inexorably across the Country. Enugu State not excluded. The study therefore examined the effect of teacher-students relationship on the academic performance of senior secondary school students in selected secondary schools of Enugu State. It is a descriptive study. Four research questions were raised to guide the study. The tools used to elicit data from respondents were questionnaire, face to face interview, observation and focus group discussion guide. The data collected were analyzed using mean. The population of the study is 1520 comprising teachers, principals and students in the three selected secondary schools in Aninri Local Government Area. Taro Yamani sample selection formula was used to select a sample size of seven hundred and sixty respondents. The findings revealed that teacher-student relation affects positively or adversely academic performance of students, teacher-student relation is bedeviled by challenges and there are strategies which should be adopted to strengthen teacher-student relation. Based on these findings, appropriate recommendations such as supervision of instruction, workshop and advocacy were among the measures proffered.

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.

The relationship between parents and teachers has a significant impact on pupils' achievement. The contact between a student's home and school has a big impact on their personal, social, and emotional growth. The teacher and parent discussing the students' academic progress can help them study more and produce better academic results. In District Faisalabad, Pakistan, the study was undertaken to determine the "relationship between teachers-parents interaction and student's performance at secondary level in tehsil Faisalabad city." Parents are the children's primary educators. The study area was decided upon as Tehsil Faisalabad. The study was restricted to the 20 secondary schools (10 public and 10 private). A simple random sample procedure was used to choose the 150 students and 100 teachers that participated in the research project. To gather the data, a well-designed questionnaire was created. SPSS, the data were examined using a social science statistical technique and draw conclusions and suggestions. 90% of respondents believed that parents should always participate in school activities. According to the study's findings, 61% of teachers and 54% of students stated that their school held PTM once a month. The majority of responders (50.7%) felt that teachers should be contacted directly to discuss students' progress. The majority of students (74%) and instructors (70%) supported the nuclear family structure since there are fewer disruptions to students' schoolwork in this type of household. The majority of students (74%) and teachers (71%) agreed that an urban environment has a substantial impact on pupils' performance. The teachers' and students' mean values (M= 4.6200, SD=.52762) of the respondents were most in agreement about the impact of family income on student achievement. Higher parental education levels, according to 50% of respondents, have an impact on how well students achieve. Keywords: Teacher-parents interaction, Students, performance, Meeting, involvement.

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

In the fall of 1968, 54,000 of 57,000 New York City teachers went on strike in what has since become known as the Ocean Hill-Brownsville Teachers’ Strike. With schools closed for thirty-six days, from September to November, more than one million students were left without schools to attend. Nearly 300,000 of them were high school students—many of whom utilized their “time off” to become or, in some cases, continue to be socially and politically active. This article outlines high school students’ involvement in the Ocean Hill-Brownsville Crisis. It centers upon the New York High School Student Union, which was established as a citywide student organization in September of 1968. During the tense days of that autumn, members of this organization openly supported the African American community’s call for decentralization of schools and firmly opposed the United Federation of Teachers’s strike action.