Student-Teacher Interpersonal Relationship, Psychological and Subjective Well-Being, and Academic Performance of Public and Private Secondary School Students in Cavite

Abstract

This study explored the teacher-student interpersonal relationship and its influence on the psychological and subjective well-being, and students’ academic performance/achievements in the overall academic weighted grade point average (GPA) of high school students in public and private schools in Trece Martires City School District, Philippines. The descriptive-quantitative research design, the purposive sampling technique, and stratified sampling techniques to stratify the respondents based on their grade levels. Four hundred and ten (n=410) respondents participated in the study. The study data were analyzed using descriptive and inferential statistics. The frequency and percentage, mean, and standard deviation tools were used in the data treatment, while tables were used to visualize the results. The findings revealed both moderate and low levels of teacher-student interpersonal relationships. The research also showed a very high level of satisfaction with life about their families, friends, and belief in themselves. Similarly, a high level of satisfaction with their school and living environment was found. The research revealed that the construct joy for learning had a very high mean score, while school connectedness had a high level of academic efficacy. The findings on psychological well-being disclosed an extremely high level of psychological flourishing. This study concludes with implications for secondary school educators, basic education institution stakeholders, program developers, and curricula designers to consider the mental, emotional, behavioral, and interpersonal relationships between teachers and students as fundamental to their overall well-being and academic performance.