Teacher-Student Relationship Quality and Academic Engagement in Delta State Primary Schools

This study investigates the quality of teacher-student relationships and its effect on academic engagement among primary school pupils in Delta State, South South Nigeria. Warm, supportive teacher-student relationships form the relational foundation upon which student motivation, school belonging, and academic engagement are built, particularly during the formative years of primary education. The study employs a descriptive correlational design, recruiting 320 Primary 4 and Primary 5 pupils from seven schools in Warri and Asaba Local Government Areas. The Student-Teacher Relationship Scale and the Student Engagement in Schools Questionnaire were adapted for Nigerian primary school use. Data were analysed using Pearson correlation and hierarchical regression. Results reveal that positive teacher-student relationship quality significantly predicts all three components of academic engagement: behavioural, emotional, and cognitive. The closeness dimension of the relationship emerged as the strongest predictor, while conflict in the teacher-student relationship was associated with disengagement and increased school avoidance. Gender moderated the relationship, with female pupils demonstrating higher sensitivity to relationship quality than males. These findings align with attachment theory perspectives applied to educational settings, suggesting that pupils with secure teacher relationships use the classroom as a base for academic exploration. The Delta State Teaching Service Board is encouraged to include relationship-building skills in teacher performance appraisal criteria and professional development programmes. Keywords: teacher-student relationship, academic engagement, primary school, Delta State, attachment theory.