The Impact of Teacher-Learner Relationship on the Learning Outcomes among Intermediate Pupils at Mudjunun Elementary School, Patikul East District, Division of Sulu

Narfiza Jaji; Mary Ann Lim

doi:10.62596/nc567186

Authors

Narfiza A. Jaji School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Mary Ann G. Lim School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/nc567186

Keywords:

Impact, Teacher, Learner, Relationship, Intermediate

Abstract

This study examined how teacher-learner relationships influence the learning outcomes of intermediate pupils at Mudjunun Elementary School. It used a descriptive-correlational research design involving 100 student respondents selected through purposive sampling. The data were analyzed using statistical tools such as frequency, percentage, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The research focused on the impact of teacher-learner relationships on several areas of student development, including social and emotional growth, personal development, academic achievement, and student engagement. It also considered the learners’ demographic characteristics, such as age, gender, grade level, and parents’ educational attainment. The findings showed that most respondents were aged 10 and above, with the majority being female, primarily in Grade 4, and having parents who were elementary or high school graduates. Overall, students perceived their relationships with teachers as favorable across all areas studied, although the level was moderate, reflected in an “Applies somewhat” rating. In terms of group differences, learners aged 10 and above, female students, and those in Grade 6 showed a more positive perception of how teacher-learner relationships affect their learning outcomes. The results also revealed a generally moderate to high positive and statistically significant correlation between teacher-learner relationships and students’ outcomes. These findings support Hagenauer and Volet’s multidimensional model, which suggests that the emotional and supportive aspects of teacher-student relationships play a deeper and more essential role in shaping student success. Overall, the study highlights the importance of teachers serving not only as instructors but also as mentors. Providing emotional support and building strong personal connections help promote character development, personal growth, academic responsibility, and active participation ultimately contributing to students’ academic success.

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