Effect of student-teacher relationship on undergraduate students’ classroom engagement, self-esteem and academic achivement
Loading...
Date
2024-08-20
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
UMT Lahore
Abstract
This study investigates the effect of student-teacher relationships on undergraduate students' classroom engagement, self-esteem, and academic achievement from public and private universities of Lahore. By using a quantitative approach, the researcher samples 500 students from public and private sector institutions and analyzes the data through inferential statistics. Three instruments were used to collect data. The result of the study revealed that a significant number of students show a greater level of self-esteem with notable confidence. However, the student-teacher relationship does not have a significant effect on students’ engagement across affective, behavioral, and cognitive domains of engagement. The findings of this study reveal that in the public sector student, student-teacher relationships have a significant effect on self-esteem and engagement while in the private sector there is minimal effect on student-teacher relationships is predicted. This study suggests the need for more faculty training programs to improve student-teacher interactions, gender-sensitive approaches, target interventions, and develop a supportive educational environment. The recommendation of this study involves a gender-sensitive approach and context specific interventions for both public and private sectors and needs changes in policies to promote smaller teacher-student ratios. Despite the limitations, such as sampling bias and cross-sectional design must be used for valuable insights to optimize the educational practice by promoting the holistic development of students and their academic achievement.