Influence Of Teacher Expectation And Teacher-Student Relationships On The Academic Self-Concept Of Junior High School Students In The Nkoranza South Municipality

Abstract

The study aimed to investigate how teacher expectations and teacher-student relationships influence academic self-concept of Junior High School students in the Nkoranza South Municipality. Descriptive research design was the design employed for this investigation. 30 science and maths teachers and 335 BS8 students made up the study's sample. Multistage sampling was the method of sampling that was employed to determine the study's sample size. The study was led by two hypotheses and four research questions. Data for the study were gathered using four modified instruments. The study was analysed using multiple regression with Pearson moment correlation coefficient and independent sample t-test. The study's findings showed that there was no meaningful relationship between students' academic self-concept and instructor expectations. Additionally, a positive correlation between academic self-concept and teacher-student relationships was found in the study. The study's conclusions point to a mutually beneficial relationship between the kind of relationships that form in the classroom and the expectations teachers have for their pupils. Teachers are urged to place a high priority on developing a rapport with their pupils that is both positive and encouraging in order to foster an atmosphere that is conducive to open communication, understanding, and trust. The Ghana Education Service should consider implementing ongoing professional development programs for teachers that emphasise the need of upholding high standards for students while also promoting positive and supportive relationships between teachers and students.