Teacher-Student Relationship Quality as a Predictor of Academic Achivement : Case of M2 Students at the University of Ain Temouchen

Abstract

The present research work focuses on the study of teacher–student relationship quality as a predictor of academic achievement at Belhadj Bouchaib University of Ain Temouchent in Algeria. This study aims to shed light on the importance of establishing positive and supportive relationships between teachers and students in enhancing the learning process in general, and academic performance in particular. The aim is to investigate the impact of teacher–student relationships on Master 2 students who strive to achieve better academic results. In this regard, a qualitative approach was employed in order to validate our research hypothesis which claimed that if a positive and supportive relationship is maintained in the classroom, students’ academic achievement will be improved. For data collection we sent two questionnaires to gathered statistical data from both students and teachers : the first questionnaire was administered to a sample of M2 students, and the second one was distributed to teachers of the English Language Department. The findings of this study will contribute to the understanding of the role of teacher–student relationships in academic success and offer practical recommendations for teachers who seek to enhance students’ performance. The main findings revealed the significance of maintaining positive teacher– student relationships and their positive impact on students’ academic achievement; however, there are some obstacles that must be taken into consideration, such as limited communication and large class sizes