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VOL. 11, ISSUE 1 (2026)
Teacher–student relationship and academic motivation among secondary school students in Nigeria
Authors
Dr. Celestina Johnson, Dr. Abiodun Adebunmi Omeife-Greg
Abstract
The teacher–student
relationship is widely recognized as a cornerstone of effective education, yet
its influence on academic motivation in the Nigerian secondary school context
remains underexplored. This study examined the relationship between the teacher–student
relationship and academic motivation among secondary school students. A
descriptive survey design was adopted, with a sample of 200 students selected
through stratified random sampling from four public secondary schools in Rivers
State, Nigeria. Data were collected using the Teacher–Student Relationship
Scale (TSRS) and the Academic Motivation Scale (AMS). Pearson product-moment
correlation and linear regression analysis were used to test the hypotheses.
Results revealed a strong, positive, and statistically significant relationship
between teacher–student relationship and academic motivation, r(198) = .71, p
< .001. Teacher–student relationship significantly predicted academic
motivation, accounting for 50% of the variance (R² = .50). The study concludes
that positive teacher–student relationships are essential for fostering
students’ motivation to learn. Recommendations include teacher training in
relational skills, the creation of supportive classroom climates, and the
integration of relationship-building into school policies.
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Pages:25-29
How to cite this article:
Dr. Celestina Johnson, Dr. Abiodun Adebunmi Omeife-Greg "Teacher–student relationship and academic motivation among secondary school students in Nigeria". International Journal of Advanced Education and Research, Vol 11, Issue 1, 2026, Pages 25-29
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