Intersectionality of Teacher-Student Relationship and Academic Motivation Among Nigerian Secondary Schools Students.

Onyekwere Nonye Adanma¹; Loveth Ebere Nwaji²; Nwosu Bridget Nkechi³; Ezinne Nelson-Okarter⁴

^1,2&3Alvan Ikoku Federal University of Education, Owerri , Imo State, Nigeria
⁴Federal College of Education, Ofeme Ohuhu, Abia State, Nigeria

Abstract:
This study delved into the complex interplay between teacher-student relationships and academic motivation in Nigerian secondary schools. Despite the recognized importance of positive relationships in fostering motivation, many students experience disconnection and disengagement, hindering their academic success. This research explored students’ lived experiences and perspectives on teacher-student relationships, shedding light on how these interactions shape their motivation to learn. Through an analytical approach, the researchers examined students’ perceptions of teacher support, classroom climate, and feedback, uncovering the ways in which these factors intersect to influence academic motivation. The findings revealed that empathetic teachers, constructive feedback, and a positive classroom environment are crucial in motivating students to learn. It is argued that schools must prioritize building positive teacher-student relationships through targeted teacher training and support programs, enabling teachers to create inclusive classrooms and provide feedback that inspires students to reach their full potential. Based on the findings, the researchers recommended that there should be the tendency to unlock the potential of Nigerian students and foster a love of learning that extends beyond the classroom.

Conclusion:
The classroom climate plays a pivotal role in shaping students’ academic motivation and engagement, particularly in Nigerian secondary schools. A positive classroom climate can foster a sense of belonging, promote social-emotional development, and encourage students to take ownership of their learning. When teachers create a supportive and inclusive learning environment, students are more likely to develop a growth mindset, build resilience, and cultivate a love of learning that extends beyond the classroom.

Teacher-student relationships are a critical factor in shaping the classroom climate, and positive relationships can promote a sense of community and support. Feedback is also a critical component of the learning process, and timely, specific, and constructive feedback can promote student learning and motivation. The characteristics of effective feedback, including specificity, timeliness, and constructiveness, are essential for promoting student learning and motivation.

Moreover, technology can play a critical role in promoting feedback and classroom climate, particularly in Nigerian secondary schools. When teachers use technology to provide feedback, they can promote student learning and motivation, particularly when feedback is timely, specific, and constructive. Additionally, technology can provide opportunities for students to engage in peer feedback, self-assessment, and reflection, promoting a growth mindset and encouraging students to take ownership of their learning.

In light of these findings, it is essential for Nigerian schools to prioritize the development of a positive classroom climate, foster positive teacher-student relationships, and provide effective feedback to students. By doing so, Nigerian schools can empower students to achieve academic success and develop a love of learning that lasts a lifetime. Furthermore, Nigerian schools should also invest in technology that can help promote feedback and classroom climate, particularly in Nigerian secondary schools.

Keywords: teacher-student relationship, academic motivation, secondary school students, classroom climate, teacher support.

Intersectionality-of-Teacher-Student-Relationship