Teacher-Student Relationship and Students’ Academic Motivation in Senior Secondary Schools in Taraba State

This study examines the influence of teacher-student relationships on academic motivation among senior secondary school students in Taraba State, North East Nigeria. Positive interpersonal relationships between teachers and students are widely recognised as foundational to motivating engagement in learning, particularly in contexts characterised by social instability and resource constraints. The study uses a descriptive correlational design, selecting 310 Senior Secondary School Two students from public schools in Jalingo, Wukari, and Bali local government areas. Data were gathered using a Teacher-Student Relationship Scale and an Academic Motivation Scale, both adapted for the Nigerian context and validated by experts. Pearson correlation and multiple regression analyses were applied. The study draws on Self-Determination Theory and Attachment Theory as conceptual anchors. It examines how teacher warmth, support, and autonomy-granting behaviour predict intrinsic and extrinsic motivation dimensions. Findings are expected to show significant positive associations between quality teacher-student relationships and student academic motivation, with warmth and emotional support emerging as the strongest predictors. The study also explores gender and class level as potential moderators. Recommendations will address the Taraba State Secondary Education Board and teacher training institutions on embedding relational pedagogy and socio-emotional competence development into teacher preparation and professional development programmes. The findings contribute to the growing literature on affective dimensions of teaching in under-resourced educational contexts in North East Nigeria. Keywords: teacher-student relationship, academic motivation, secondary school, Taraba State, relational pedagogy