Ifugao – Positive relationships between teachers and learners play a crucial role in strengthening academic motivation among elementary school students, according to a study published by Keryl Mae C. Belingon and Celso C. Dumalig from Northeastern College, Inc. Graduate School, Santiago City, Philippines, in the International Journal of Scientific Multidisciplinary Research in July 2026. The research found that teacher support, effective communication, trust, and approachability have a strong positive influence on students' motivation, classroom engagement, and persistence in completing academic tasks.
The role of teachers extends far beyond delivering lessons in today's educational environment. Teachers are expected to serve as mentors, motivators, and trusted guides who foster not only academic achievement but also students' emotional and social development. Supportive and respectful teacher–learner relationships help create a positive classroom climate where students feel comfortable participating, asking questions, and overcoming learning challenges. Despite extensive international research on this topic, relatively few studies have examined these relationships within rural elementary school settings. To address this gap, the researchers conducted their study at Tinoc Central School in the Philippines to determine how teacher–learner relationships influence students' academic motivation.
The study employed a quantitative descriptive-correlational research design involving 100 randomly selected elementary school learners. Data were collected using a researcher-developed questionnaire measuring four dimensions of teacher–learner relationships—teacher support, communication, trust, and approachability—as well as four dimensions of academic motivation: intrinsic motivation, extrinsic motivation, engagement in learning tasks, and persistence. Statistical analyses included weighted mean, standard deviation, Pearson Product–Moment Correlation, and regression analysis, with all hypotheses tested at the 0.05 significance level.
The findings revealed that students perceived their relationships with teachers as very high, with an overall composite mean of 4.28. Among the four dimensions, approachability received the highest rating (4.31), followed by trust (4.27), while both teacher support and communication recorded composite means of 4.26. These results indicate that students generally view their teachers as friendly, supportive, trustworthy, and effective communicators who foster a welcoming and learner-centered classroom environment.
Students also demonstrated very high academic motivation, with an overall composite mean of 4.26. Extrinsic motivation received the highest score (4.33), followed by intrinsic motivation (4.25), engagement in learning tasks (4.24), and persistence (4.22). These findings suggest that learners are motivated by both internal interests and external influences such as teacher encouragement, parental expectations, academic achievement, and recognition. At the same time, students showed strong commitment to participating actively in class activities and completing challenging schoolwork.
Statistical analysis demonstrated a strong, positive, and statistically significant relationship between teacher–learner relationships and academic motivation. The Pearson correlation coefficient reached r = 0.782 with p < 0.001, indicating that students who experience stronger teacher support, better communication, higher trust, and greater teacher approachability also tend to display significantly higher levels of academic motivation. These results confirm the study's hypothesis that positive teacher–learner relationships are closely associated with improved motivation and learning engagement.
When each dimension of teacher–learner relationships was analyzed separately, all four demonstrated significant positive correlations with academic motivation. Approachability showed the strongest relationship (r = 0.786), followed by teacher support (r = 0.761), trust (r = 0.748), and communication (r = 0.734). These findings suggest that students become more motivated when teachers are approachable, supportive, trustworthy, and open to meaningful communication. Building strong interpersonal relationships in the classroom therefore becomes an essential component of effective teaching.
Regression analysis further confirmed that teacher–learner relationships significantly predict students' academic motivation. The study reported a regression coefficient of β = 0.61 and an R² value of 0.61, indicating that approximately 61% of the variation in students' academic motivation can be explained by the quality of teacher–learner relationships. The remaining variation is influenced by other factors beyond the scope of the study. These findings reinforce the importance of strengthening interpersonal relationships as a strategy for improving educational outcomes in elementary schools.
The researchers conclude that teachers who consistently provide academic support, communicate effectively, demonstrate fairness, build trust, and remain approachable are more likely to inspire higher levels of student motivation, engagement, and persistence. Schools are therefore encouraged to cultivate learner-centered environments where positive teacher–student relationships become an integral part of instructional practice. Teachers are also advised to maintain open communication, provide continuous encouragement, and create meaningful learning experiences that sustain students' enthusiasm for learning.
The findings offer valuable implications for teachers, school leaders, and education policymakers. Strengthening teachers' interpersonal skills, emotional support, and communication competencies can become an effective strategy for enhancing student motivation, improving classroom engagement, and ultimately raising the quality of elementary education. By prioritizing positive teacher–learner relationships, schools can help students develop greater confidence, resilience, and long-term academic success.
Author Profile
Keryl Mae C. Belingon – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Celso C. Dumalig – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Research Source
Article Title: The Role of Teacher-Learner Relationships in Academic Motivation
Journal: International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 7, 2026
DOI: https://doi.org/10.55927/ijsmr.v4i7.105
Journal Link: https://journalijsmr.my.id/index.php/ijsmr
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