The Effect of Poor Teacher and Pupils’ Relationships on Academic Attainment
Chapter One
Objective of the study
The primary objective of this study is to investigate the impact of poor teacher–pupil relationships on academic achievement in schools. The study seeks to identify how the quality of interaction between teachers and pupils influences students’ learning motivation, classroom participation, behaviour, and overall academic performance.
Specifically, the study aims to:
- Examine the extent to which poor teacher-pupil relationships affect pupils’ academic attainment in selected schools.
- Determine how negative teacher attitudes and communication styles influence pupils’ learning motivation and classroom engagement.
- Assess the impact of teachers’ lack of emotional support and encouragement on pupils’ self-esteem and academic performance.
- Investigate the relationship between teacher-pupil conflict and pupils’ classroom behaviour and participation.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Teacher–Pupil Relationship
The teacher–pupil relationship is one of the most critical components in the educational process and has been widely recognized as a major determinant of students’ academic, social, and emotional development. It refers to the interactive bond that exists between teachers and their pupils in the process of teaching and learning (Pianta & Hamre, 2023). This relationship encompasses the level of trust, communication, mutual respect, emotional connection, and cooperation that exists between both parties. A positive teacher–pupil relationship creates a supportive learning environment that encourages motivation, confidence, and achievement, while a negative relationship can lead to disengagement, fear, and poor academic outcomes (Liu, Zhang, & Zhao, 2024).
According to Hamre and Pianta (2023), a teacher–pupil relationship involves more than just the formal exchange of knowledge; it includes emotional and social interactions that contribute to students’ sense of belonging in the classroom. Teachers who demonstrate warmth, care, and respect foster students’ self-esteem and motivation to learn. Conversely, when teachers display hostility, neglect, or favoritism, pupils often develop negative attitudes toward school, leading to poor participation and academic failure. In this context, the relationship serves as both a pedagogical and emotional link that influences students’ overall learning experiences.
From a psychological perspective, the teacher–pupil relationship is often explained using Attachment Theory, which posits that learners develop emotional bonds with significant adults, including teachers, that affect their social behaviour and learning outcomes. When pupils perceive their teachers as supportive and caring, they are more likely to develop secure attachments that foster exploration, curiosity, and resilience in learning (Alonso-Stuyck, Prieto, & Jiménez, 2022). On the other hand, insecure attachments resulting from rejection or neglect by teachers can lead to anxiety, low motivation, and withdrawal from learning activities.
Similarly, Self-Determination Theory (SDT) emphasizes that the quality of teacher–pupil relationships can either support or hinder the satisfaction of students’ psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 2020). Teachers who are empathetic and responsive to pupils’ needs tend to foster intrinsic motivation and sustained engagement in academic tasks. Conversely, teachers who exhibit controlling or authoritarian behaviours may suppress students’ autonomy and intrinsic interest in learning (Wang & Eccles, 2023).
CHAPTER THREE
RESEARCH METHODOLOGY
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Research Design
This study adopted a descriptive survey research design. The design was chosen because it enables the researcher to collect data from a representative sample of teachers and analyze their opinions, experiences, and perceptions concerning the effect of poor teacher–pupil relationships on pupils’ academic attainment. According to Creswell and Creswell (2023), a descriptive survey is appropriate for studies seeking to describe existing conditions, opinions, or relationships between variables without manipulating them. The design allows for the collection of both qualitative and quantitative data that reflect teachers’ attitudes, classroom interactions, and pupils’ learning outcomes in a real-world school setting.
Area of the Study
The study was conducted in Enugu Urban Local Government Area of Enugu State, Nigeria. Enugu Urban comprises the main metropolitan districts of Enugu North, Enugu South, and Enugu East Local Government Areas. The area hosts a significant number of public and private primary schools under the supervision of the Enugu State Universal Basic Education Board (ENSUBEB). The schools are well-distributed across urban and semi-urban settings, making the area suitable for investigating how teacher–pupil relationships influence pupils’ academic attainment. The area is also characterized by diverse socio-economic backgrounds, which may influence teacher behaviour and pupil motivation.
Population of the Study
The population of this study comprised all primary school teachers in public schools in Enugu Urban Local Government Area. According to data obtained from the Enugu State Universal Basic Education Board (ENSUBEB, 2024), there are approximately 1,245 teachers across 58 public primary schools within the three urban LGAs (Enugu North, Enugu South, and Enugu East). This population includes both male and female teachers with varying years of experience and educational qualifications.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND DISCUSSION OF FINDINGS
Introduction
This chapter presents and analyzes the data collected from teachers in selected primary schools within Enugu Urban Local Government Area. The analysis was guided by the research questions stated in Chapter One, which sought to determine the extent to which poor teacher–pupil relationships affect pupils’ academic attainment, and how negative teacher attitudes and communication styles influence pupils’ learning motivation and classroom engagement. Descriptive statistics such as frequency counts, percentages, and mean ratings were used in analyzing the data. The results are also discussed in relation to existing literature and theoretical perspectives.
CHAPTER FIVE
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the entire research work, concluding the findings discussed in Chapter Four. It also outlines recommendations based on the study’s results and suggests areas for further research. The study investigated the effect of poor teacher–pupil relationships on academic attainment among primary school pupils in Enugu Urban Local Government Area.
Summary of the Study
The study examined the extent to which poor teacher–pupil relationships affect pupils’ academic attainment and how negative teacher attitudes and communication styles influence learning motivation and classroom engagement.
Chapter One introduced the background of the study, emphasizing the crucial role of teacher–pupil interaction in shaping pupils’ learning experiences and academic outcomes. It also highlighted the problem of deteriorating teacher–pupil relationships in Nigerian primary schools, which negatively impacts students’ performance. The objectives, research questions, significance, scope, and operational definitions were also presented.
Chapter Two reviewed related literature, conceptualizing key terms such as teacher–pupil relationship, academic attainment, teacher attitude, and classroom engagement. It also discussed relevant theoretical frameworks — notably Attachment Theory (Bowlby, 1969) and Social Learning Theory (Bandura, 1977) — which provided a psychological foundation for understanding how teacher–pupil relationships influence learning. Empirical studies reviewed revealed that poor relationships, negative teacher attitudes, and ineffective communication styles significantly hinder pupils’ motivation, participation, and academic achievement.
Chapter Three focused on the methodology adopted in the study. A descriptive survey research design was employed. The target population comprised primary school teachers in Enugu Urban Local Government Area. Data were collected using a structured questionnaire developed by the researcher and validated by experts. Descriptive statistics such as frequency counts, percentages, and mean ratings were used to analyze the data.
Chapter Four presented and analyzed the data collected from respondents based on the research questions. Findings revealed that poor teacher–pupil relationships have a significant adverse effect on pupils’ academic attainment, while negative teacher attitudes and communication styles reduce pupils’ motivation and classroom engagement.
Conclusion
Based on the findings of this study, it is concluded that the relationship between teachers and pupils plays a fundamental role in determining academic success in primary schools. Poor teacher–pupil relationships characterized by negative attitudes, lack of encouragement, and ineffective communication lead to reduced motivation, disengagement, and poor academic performance. Conversely, when teachers foster positive relationships built on empathy, respect, and open communication, pupils become more confident, motivated, and academically successful.
Recommendations
In light of the findings and conclusions of this study, the following recommendations are made:
- The Ministry of Education and school management should organize periodic workshops and seminars on effective communication, emotional intelligence, and classroom relationship management for teachers.
- Teachers should cultivate patience, empathy, and understanding in their interactions with pupils. They must recognize that pupils’ individual differences and emotional needs significantly affect learning.
- Schools should establish or strengthen guidance and counseling units to support both teachers and pupils in resolving interpersonal conflicts and improving classroom relationships.
References
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- Adeyemi, A. M., & Oyetunde, T. O. (2022). Teachers’ attitudes and pupils’ academic achievement in public primary schools in Southwestern Nigeria. African Journal of Educational Research, 19(1), 87–101.
- Akinsanya, O. O., & Ajayi, O. (2020). The influence of the teacher-student relationship on academic performance among secondary school students. International Journal of Education and Literacy Studies, 8(3), 152–160. https://doi.org/10.7575/aiac.ijels.v.8n.3p.152
- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
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- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
- Ekanem, E. E., & Okon, J. E. (2021). Teacher-pupil relationship and pupils’ self-esteem: Implications for classroom management. Nigerian Journal of Educational Psychology, 13(1), 22–35.
- Eze, C. C. (2022). Emotional support and academic resilience among primary school pupils: The moderating role of teacher empathy. Journal of Educational Psychology in Practice, 6(1), 45–58.
- Garcia, F., & Weiss, E. (2022). The role of teacher-student relationships in shaping academic motivation and learning outcomes. Educational Review, 74(5), 669–686. https://doi.org/10.1080/00131911.2022.2030108
