Scopeand Limitations of the Study             In this study, only limited personsare involved. Teachers and students are only involved here. This is onlylimited to Grade 11 STEM students of Lyceum of the Philippines- Laguna duringthe academic year 2017-2018.  There areseveral limitations in the design of this study. Although data were collectedthrough a collaboration of teacher ratings and observations of the classroom,the examination only reported the teacher’s perspective of the student-teacherrelationship. The student’s point of view regarding the relationship withhis/her teacher was not investigated.

Given that a relationship involves twoindividuals, crucial information was not collected regarding the student’sperspective and the student’s description of his/her teacher relationship mayor may not match with what the teacher reports.             Another limitation involved relianceon teacher ratings of both the relationship and of student behaviorproblems.  Not included in this study isthe perception and experiences of the other data of the teachers. It would bemore interesting to know if they would agree with the findings of this casestudy or have any other insight to add. Overall, different factors have thepotential to undermine a teacher’s ability to objectively describe the student-teacher relationship. Theoreticaland Conceptual Framework AttachmenttheoryAttachment theory explains how students use their positiverelationships with adults to organize their experiences (Bowlby 1969). Centralto this theory is that students with close relationships with their teachersview their teacher as a “secure base” from which to explore theclassroom environment.

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In practice, students with this “secure base”feel safe when making mistakes and feel more comfortable accepting the academicchallenges necessary for learning. Strong teacher-student relationships caneven act as a buffer against the potentially adverse effects that insecureparent-child attachment can have on students’ academic achievement (O’Connor& McCartney, 2007).Socialcognitive theorySocial cognitive theory posits that students develop a widerange of skills simply by watching other people perform those skills. Thus,modeling behavior can be a positive and effective modality for teaching(Bandura, 1986). Applied to the classroom environment, teachers play a criticalrole as live models from which students can learn social behaviors and positivecommunication skills. Social cognitive theory also sheds light on theimportance of feedback and encouragement from teachers in relation to studentperformance. Teachers serve as role models and help regulate student behaviorthrough interactions and relationships.

Self-SystemtheorySelf-System theory emphasizes the importance of students’motivation and by doing so, explains the importance of teacher-studentrelationships (Harter, 2012; McCombs, 1986). Students come to the classroomwith three basic psychological needs — competence, autonomy and relatedness —all of which can be met in a classroom through students’ interactions withteachers and with the learning environment (Deci & Ryan, 2002).This significant study explains how you can use goodteacher-student relationship to enhance their learning. Positiveteacher-student relation helps students meet these needs. Teachers offercriticism to the students to back their opinion of competence.

Teachers whobuild up an individual and caring relationship and cultivate positive socialintelligent inside their classrooms meet their students’ needs for relatedness.Teachers who know their students’ interface and preferences, and appear respectand regard for these person contrasts, support students’ feelings ofindependence.