TEACHERS’ INTERPERSONAL RELATIONSHIPS AND COMMUNICATION SKILLS AS CORRELATES OF ACADEMIC ENGAGEMENT OF STUDENTS IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined teachers’ interpersonal relationships and communication skills as correlates of students’ academic engagement in public secondary schools in Anambra State. Specifically, the study examined the correlation between teachers’ interpersonal relationships and students’ academic engagement and determined the correlation between teachers’ communication skills and students’ academic engagement. A correlational research design was adopted. The population comprised 23,601 Senior Secondary II students in 274 public secondary schools across the six education zones in Anambra State. A sample of 500 students was selected using a multistage sampling technique. Data were collected using three researcher-developed instruments: Teachers’ Interpersonal Relationships Questionnaire (TIRQ), Teachers’ Communication Skills Questionnaire (TCSQ), and Students’ Academic Engagement Questionnaire (SAEQ). The instruments were validated by three experts. Cronbach’s alpha reliability coefficients were 0.81, 0.82, and 0.79 for interpersonal relationships, communication skills, and academic engagement, respectively. Data were analysed using Pearson Product-Moment Correlation, and the hypotheses were tested at the 0.05 significance level. In the simulated results, 480 questionnaires were returned and found usable. Teachers’ interpersonal relationships had a strong positive correlation with students’ academic engagement (r = 0.624, p<.001), while teachers’ communication skills had a strong positive correlation with students’ academic engagement (r = 0.587, p<.001). Both null hypotheses were rejected. The study concluded, within the simulated scenario, that favourable teacher–student relationships and effective communication were positively associated with students’ academic engagement. It was recommended that school administrators promote supportive teacher–student interactions and strengthen teachers’ classroom communication through professional development programmes.