Study of the Influence of Teacher-Student Relationships on the Social Development of Primary School Pupils in Anambra State

Positive teacher-student relationships are foundational to children's social competence development, and the specific mechanisms through which these relationships support or impede social development in South East Nigerian primary schools require descriptive investigation. This study examined the influence of teacher-student relationship quality on the social development of primary school pupils in Awka South Local Government Area, Anambra State. A descriptive survey design was adopted, enrolling 240 primary four to six pupils from six government and private schools. Teacher-student relationship quality was assessed using the Student Perception of Teacher Scale, and social development was measured using the Social Skills Rating System student version. Pearson correlation and simple linear regression were applied. Results showed a significant positive relationship between teacher-student relationship quality and total social skills scores (r = 0.58, p < 0.001). The cooperation subscale showed the strongest association with teacher warmth and closeness (r = 0.61, p < 0.001). Conflict in the teacher-student relationship significantly predicted poor peer relationship skills (beta = -0.39, p < 0.001). Students in classrooms with higher relational quality reported fewer incidents of peer rejection. Private school students showed marginally higher social skills scores, attributed to smaller class sizes. The study recommends teacher training on relational pedagogy, guidance counsellor consultation with teachers on student social skill development, and regular teacher-student interaction quality assessments in Anambra primary schools. Keywords: teacher-student relationship, social development, primary school pupils, Anambra State, social skills