TEACHER-STUDENT RELATIONSHIP AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA OF ONDO STATE

Despite the importance of this relationship, there is perceived inadequacy in the study area that may hinder the establishment of positive and effective teacher-student interactions. The gap in teacher student relationship and students’ academic performance may be attributed to overcrowded classrooms, inadequate teaching resources, and socio-economic factors affecting both teachers and students. However, this study examined the teachers – students’ relationship and students’ academic performance in public secondary schools in Akoko South West Local Government Area of Ondo State. Descriptive research design of the survey type research design was used in the study. The population for the study consisted of all principal, vice principal, teachers and (SSS 3) students in public secondary schools in Akoko South West Local Government area of Ondo State. The population for the study consisted of 135 respondents. Simple random sampling technique was used to draw 9 schools out of 18 exiting public schools in the LGA. In the selected 9 schools, simple randomly sampling Was used to selected 15 teachers. Five research questions were raised and answered using descriptive statistics while four research hypotheses were formulated and tested using inferential statistics at 0.05level of significance. Results from the analysis revealed that there is significant relationship between corrective disciplinary strategy and students’ academic performance in public secondary schools in Akoko North-East Local Government [r(98)= .280, p < .05]; This means that adopting the corrective disciplinary strategy is related with an improvement in students’ academic performance; the result also showed that there is significant relationship between preventive disciplinary strategy and students’ academic performance in public secondary schools in Akoko North-East Local Government [r(98)= .354, p < .05] and result also showed that there is significant relationship between supportive disciplinary strategy and students’ academic performance in public secondary schools in Akoko North-East Local Government [r(98)= .261, p < .05]. The study concluded that secondary schools teachers can create a conducive learning environment, foster positive behavior among students, and ultimately contribute to improved academic performance. Based on the findings, it was recommended that schools should continue to focus on and enhance the implementation of corrective disciplinary strategies and schools should place emphasis on preventive disciplinary strategies to create a proactive approach to maintaining discipline.