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2021 - Volume 5 - Number 1

Influence of Teacher-Student Relationship on Academic Performance: The Case of Tirana

Arjana Mucaj * arjanamucaj@yahoo.it
Faculty of Social Sciences, Department of Psychology-Pedagogy, Tirana, ALBANIA

Silva Ibrahimi * ibrahimi.silva@gmail.com * ORCID: 0000-0003-3233-1157 * ResearcherID: N-5693-2018
Albanian University, Department of Psychology, Tirana, ALBANIA

Denisa Gjoka (Student)
University “Alexander Moisiu”, Durres, ALBANIA

Open Journal for Psychological Research, 2021, 5(1), 1-8 * https://doi.org/10.32591/coas.ojpr.0501.01001m
Received: 12 June 2020 ▪ Accepted: 18 January 2021 ▪ Published Online: 8 April 2021

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
The aim of the current study is to assess the impact of the teacher-student relationship on the academic performance of students 12 to 15 years old in the Albanian context. The analysis and evaluation of this relationship is an important issue as a qualitative relationship between them contributes not only to the students’ academic but also to their socio-emotional development. The sample was composed by 121 students selected on three 9-years school of Tirana. Factorial analysis by the statistics method showed that the internal factors that influence the teacher-student relationship were related to individual traits as temperament, personality, ability, and psychological effects. It is precisely the role of the teacher through communication and meeting the needs of the student that influences the student’s perception of behavior, competence, care, and support from the teacher. Classroom climate was an external factor that also affect the teacher-student relationship. It is precisely positive relationships that induce a good environment and foster motivation and high results. A qualitative teacher-student relationship affects academic and psycho-social development of student in the class.

KEY WORDS: teacher-student relation, academic performance, internal factors, external factors.

CORRESPONDING AUTHOR:
Silva Ibrahimi (PhD), Albanian University, Department of Psychology, Tirana, ALBANIA. E-mail: silva.ibrahimi@yahoo.it.

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