Exploring the Relationships of Teacher-Student Interactions on Student Motivation and Achievement
DOI:
https://doi.org/10.7719/irj.v25i1.972Keywords:
teacher-student interactions, student motivation, learning outcomes, classroom management, descriptive-correlational method, PhilippinesDisciplines:
Educational ManagementAbstract
Teachers who take time to create classroom environments that promote positive cultures can motivate students to channel their energies and desires to reach their goals. Using Vroom's Expectancy Theory as the theoretical framework of this study, the researcher explored the extent to which teachers and students differ in their perceptions of teacher-student interactions and their relationships to student motivation and achievement. Based on the expectancy theory, individuals are motivated by the desire to experience positive instead of negative outcomes. In this study, the researcher conceptualized the importance of classroom environments that promote healthy teacher-student interactions. Descriptive-correlational method was used to find out the extent of relationships between and among the variables included in the study. A sample of 175 (55%) teacher education students and 11 (61%) teachers were involved in the study. Two sets of modified questionnaires were used to gather data about teacher-student interactions and student motivation with a reliability index of 0.80. Paired samples test on teacher-student interactions did not show a significant difference, t (.091) df (10), as perceived by both students and teachers. Pearson r indicated a significant relationship at 0.01 level between teacher-student interactions and achievement. However, it did not show significant relationships between teacher-student interaction and motivation. The findings of this study highlight the crucial role of active teacher-student interactions in improving students’ learning outcomes.
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Copyright (c) 2025 Shirley D. Dangan
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Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
