Teacher – Student Relationship as a Determinant of Students’ Classroom Participation in some Secondary Schools in Kumba I Municipality





student-teacher relationship, classroom participation, communication, emotionally safe environment, perception, motivation


The study investigates the Effect of Teacher- Student Relationship on Students’ Classroom Participation in the Kumba I Municipality. The descriptive survey research design was used to collect data. Four research objectives were formulated to guide this study. The target population for the study comprised three secondary schools. (one government, one confessional and one lay private) and a sample of 160 students purposively selected from them. The instrument used for data collection was a questionnaire which comprised of closed ended questions. The data was analyzed using descriptive statistics that is tables and frequencies. The findings revealed that all the variables exploited by the study (communication, emotionally- safe learning environment, student perception of teachers, motivation and praise) all have the potential of affecting students’ classroom participation in secondary schools in Kumba Municipality. Based on the findings, the following recommendations were made: Teachers are advised to routinely show positive attitudes, beliefs and expectations that will motivate students, build a cordial relationship with their students, and students are encouraged to feel free to express their problems especially academic problems to their teachers.


Download data is not yet available.

Author Biography

Ajongakoh Raymond Bella, University of Buea

Higher Technical Teacher’s Training College


Crosnoe, R., Johnson, M.K., & Elder. G.H. (2004). Intergenerational Bonding in

School. TheBehavioral and contextual correlates of student teacher relationships. Sociology of Education, 77:1, 60-81. DOI: https://doi.org/10.1177/003804070407700103

Cooper, D.R. (2001). Managing Behavior in the Classroom. (2nd Ed). New Jersey,

USA. Prince Hall.

Dewey A. L. (2003). Student participation and instructor gender in the mixed age

college Classroom. The Journal of Higher Education, 69, 384_405.

Eschenmann, K. (1991). Student Perceptions of Teaching Style in The Health

Classroom. Journal of Health Occupations Education, 6(1)

Fan, L. & Walters, T. (2014).The Antecedents of Self-esteem. San Francisco: W. H.

Freeman Inc.

Goodman, J.L (2001). Teacher Wellbeing: The Importance of Teacher–Student

Relationship. Journal of EducationalPsychology23(4), 457–477.

Hallinan, M.T. (2008). Teacher Influences on Students’ Attachment to School. DOI: https://doi.org/10.1177/003804070808100303

` Sociology of Education, 81(3), 271-283.

Kaufman, A. &Sandilos, J. (2012).Attachment is about Safety and Protection, Inter

Subjectivity is about Sharing and Social Understanding: The relationships

between attachment and Inter subjectivity. Psychoanalytic Psychology, 27(4),


Lander, T. (2009).Contributions of teacher-student relationship to positive school

adjustment during secondary school. Journal of School Psychology, 44(3).

Sarason, M. (1999). Dropping out of community’s schools. The extent, the causes

and possible remedies. ERU Report No 49, Waigani: University of Papua,

New Guinea.

Skinner, K. A. & Greene, B. Y. (2008).Teaching in the Middle and Secondary

Schools. NY: Macmillan.

Tambo, L. (2003). Principles and Method of Teaching; Application in Cameroon


Whitaker, T. H. (2004). Productive learning Environment. Journal of Teaching Social

Work, 21 (3/4), 1 59- 1 75.




How to Cite

Bella, A. R. (2021). Teacher – Student Relationship as a Determinant of Students’ Classroom Participation in some Secondary Schools in Kumba I Municipality. International Journal for Innovation Education and Research, 9(9), 645–658. https://doi.org/10.31686/ijier.vol9.iss9.3346