and Limitations of the Study

            In this study, only limited persons
are involved. Teachers and students are only involved here. This is only
limited to Grade 11 STEM students of Lyceum of the Philippines- Laguna during
the academic year 2017-2018.  There are
several limitations in the design of this study. Although data were collected
through a collaboration of teacher ratings and observations of the classroom,
the examination only reported the teacher’s perspective of the student-teacher
relationship. The student’s point of view regarding the relationship with
his/her teacher was not investigated. Given that a relationship involves two
individuals, crucial information was not collected regarding the student’s
perspective and the student’s description of his/her teacher relationship may
or may not match with what the teacher reports. 

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            Another limitation involved reliance
on teacher ratings of both the relationship and of student behavior
problems.  Not included in this study is
the perception and experiences of the other data of the teachers. It would be
more interesting to know if they would agree with the findings of this case
study or have any other insight to add. Overall, different factors have the
potential to undermine a teacher’s ability to objectively describe the student-
teacher relationship.

and Conceptual Framework


Attachment theory explains how students use their positive
relationships with adults to organize their experiences (Bowlby 1969). Central
to this theory is that students with close relationships with their teachers
view their teacher as a “secure base” from which to explore the
classroom environment. In practice, students with this “secure base”
feel safe when making mistakes and feel more comfortable accepting the academic
challenges necessary for learning. Strong teacher-student relationships can
even act as a buffer against the potentially adverse effects that insecure
parent-child attachment can have on students’ academic achievement (O’Connor
& McCartney, 2007).

cognitive theory

Social cognitive theory posits that students develop a wide
range 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 critical
role as live models from which students can learn social behaviors and positive
communication skills. Social cognitive theory also sheds light on the
importance of feedback and encouragement from teachers in relation to student
performance. Teachers serve as role models and help regulate student behavior
through interactions and relationships.


Self-System theory emphasizes the importance of students’
motivation and by doing so, explains the importance of teacher-student
relationships (Harter, 2012; McCombs, 1986). Students come to the classroom
with three basic psychological needs — competence, autonomy and relatedness —
all of which can be met in a classroom through students’ interactions with
teachers and with the learning environment (Deci & Ryan, 2002).

This significant study explains how you can use good
teacher-student relationship to enhance their learning. Positive
teacher-student relation helps students meet these needs. Teachers offer
criticism to the students to back their opinion of competence. Teachers who
build up an individual and caring relationship and cultivate positive social
intelligent inside their classrooms meet their students’ needs for relatedness.

Teachers who know their students’ interface and preferences, and appear respect
and regard for these person contrasts, support students’ feelings of