EFFECT OF TEACHER-STUDENT RELATIONSHIP ON STUDENTS’ MOTIVATION AT PRIMARY SCHOOL LEVEL

Abstract

The purpose of this study was to investigate the effect of the teacher-student relationship on students' motivation at the primary school level in Lahore.  The study aimed to investigate teachers' views on the teacher-student relationship and its effect on students' motivation, as well as ways to solve related problems. This study was descriptive, employing causal comparative research design. A questionnaire comprising 24 items close-ended statements were developed on 5 points Likert type scale was used for this research. The sample of the study consisted of 400 teachers of Public Primary Schools in Lahore district and a purposive sampling technique was used to select the sample for this study. The questionnaire was piloted by 50 teachers and the reliability of the instruments was checked by Cronbach's Alpha, which was found 0.875. Descriptive statistics, independent sample t-test were used to find out the analysis of the data. Results showed that there was a strong effect of teacher-student relations on student motivation. The results indicate that positive teacher-student relationships are critical to students’ academic, emotional, and behavioural development in primary education. These interactions not only enhance motivation and participation but also foster better behaviour and stronger academic outcomes. So, it is concluded in the light of the above results that teachers' relationships are very important for students and teachers, both learning and teaching. It is therefore recommended that teachers adopt inclusive, student-centred, and emotionally responsive teaching practices. By building secure, trusting, and encouraging classroom environments, teachers can help students become more motivated, confident, and successful learners.