INFLUENCE OF TEACHER-STUDENT RELATIONSHIP ON STUDENTS’ ATTITUDES AMONG SENIOR SECONDARY SCHOOLS IN GWARZO LOCAL GOVERNMENT AREA, KANO STATE

ABSTRACT This study examined the Influence of Teacher-Student Relationship on Students’ Attitudes Among Senior Secondary Schools in Gwarzo Local Government Area, Kano State. The study had three objectives: to examine the influence of teacher-student relationships on students' attitudes, to assess teachers’ roles in shaping student attitudes, and to determine students’ preferences regarding teacher gender. A descriptive survey design was employed. The population consisted of 4,220 senior secondary school students across selected public schools in Gwarzo LGA, while the sample size was 346, determined using a stratified sampling technique and simple random sampling. The study utilized a structured questionnaire titled Teacher-Student Relationship on Students’ Attitudes (TSRSA). The instrument's validity was established through expert review, and its reliability was confirmed via a pilot study using Cronbach’s Alpha with a result of 0.72. Data were analyzed using descriptive statistics (mean, standard deviation) via SPSS version 25. Findings revealed that most students perceived their teachers as approachable and encouraging, with teacherstudent relationships significantly influencing students’ attitudes, discipline, and academic performance. Some students showed a preference for teachers of the same gender, especially in sensitive subjects. The study concludes that teacher-student relationships play a pivotal role in shaping students’ attitudes, behavior, and academic performance in senior secondary schools within Gwarzo Local Government Area, Kano State. Based on these findings, the study recommended regular teacher training on communication and emotional intelligence, consideration of teacher gender preference where necessary, improved school facilities, and stronger school-parent collaboration