Student-Teacher Relationship as a Protective Factor for School Adjustment during the Transition from Junior to Senior Secondary School

Abstract

School transition from Junior to Senior Secondary school is identified as one of the riskiest phases for poor adjustment but research suggests significant influential roles of positive student-teacher in this regard. This study investigates the student-teacher quality factor on school adjustment of students transiting into Senior Secondary Schools in Kwara South Senatorial District of Kwara State, Nigeria. Sample consists of 180 randomly selected students that transited from Junior Secondary School Three (JSS3) to Senior Secondary School One (SSS1) in the year 2019. Strengths and Difficulties Questionnaire (SDQ) and Student Perception of Affective Relationship with Teacher Scale” (SPARTS) were used for data collection while Pearson Product Moment Correlation and regression analysis statistics were employed for data analysis. Results revealed significant correlation between the student-teacher relationship and school adjustment as well as the achievement of students. The dimensions of the student-teacher relationship (closeness, conflict and negative expectations) also significantly predicted school adjustment during the transition from JSS3 to SSS1.

This study supports the significance of student-teacher relationships as a protective factor during students' transition to Senior Secondary School. Our findings also highlight the importance of student-teacher relationship quality in preventing students' risk of school failure and dropout.