1

INTRODUCTION

Background of the Study

The relationship between teachers and students is a crucial aspect of

education. In-service and pre-service language educators' competence and

perception of this relationship can greatly impact student learning outcomes.

Research has shown that positive teacher-student relationships lead to increased

student engagement, motivation, and academic achievement. Therefore, it is

essential for language educators to develop strong interpersonal skills and maintain

a positive attitude towards their students. By fostering a supportive learning

environment, teachers can help students reach their full potential and achieved

success in their language studies.

Students who have a close relationship with their teacher hold more positive

attitudes toward school, achieve better in class, and are more likely to develop

positive peer relations (Roorda et al., 2017, 2020; Ansari et al., 2020a), while

students who have a conflictual relationship with their teacher are at risk for negative

outcomes and the amplification of initial internalizing and externalizing problems

(Roorda et al., 2014; Ansari et al., 2020a; Nguyen et al., 2020; Roorda and Koomen,

2021). Likewise, close teacher-student relationships contribute to teachers’ self-

efficacy, sense of personal accomplishment, job satisfaction, and professional

motivation (Hagenauer et al., 2015; Zee et al., 2017; Corbin et al., 2019; Evans et

al., 2019; Aboagye et al., 2020), whereas conflictual relationships are an important

source of teacher stress and are predictive of burnout symptoms such as emotional

exhaustion (Milatz et al., 2015; Corbin et al., 2019; Ansari et al., 2020b).
 2

The self-determination theory (Deci and Ryan, 1993) explains the linkage

between teacher-student relationships and good school adaptation or academic

motivation through the fulfilment of three basic psychological needs: the need for

attachment, the need for competence, and the need for autonomy. If a teacher

meets these three basic needs of students by showing commitment (e.g., through

caring behaviour or genuine interest), by ensuring clear structures and

strengthening the autonomy of students, their learning and achievement motivation

will be increased, which is linked to the learning progress (Roorda et al., 2011). To

define “commitment,” as an emotional component of teacher-student relationships,

self-determination theorists use the attachment theory. As a result, the basic need

for attachment is closely linked to the concept of emotional safety (Roorda et al.,

2011). According to this understanding, the quality of teacher-student relationships

is measured by the fulfilment of the aforementioned three basic needs, which

strengthen each other and provide for optimal, healthy development (Bakadorova

and Raufelder, 2018).

A good working relationship between the teacher and the student in the

classroom is essential to fostering mutual respect and trust. This relationship can

include getting to know your students better, giving them choices, and motivating

them to improve as learners every day. Teachers who act in this way respect their

students, value their uniqueness, and are kind. Establishing a great relationship with

your kids helps them become more successful in the classroom as well as makes

your classroom a safe and welcoming atmosphere for everybody (Vanner, 2022).
 3

Philippine Journal of Counselling Psychology (2022) stated that, Teacher-

Student Relationship determines the connections of teacher students for promoting

learning and well-being outcomes (Bukowshi & Hoza, 1989) including behavioural

and emotional adjustments (Sointu et al, 2017). It is key to enhancing students’

satisfaction in learning (Song et al, 2016), higher academic achievements (Sointu

et al.,2017) better engagement, and lesser mental health difficulties (Ye et al. 2022).

In contrast, a negative teacher – student relationship results and higher depressive

symptoms (Schwab & Collie, 2018) poor social integration, (Schwab &

Rossmann,2020), these consequence of negative teacher – student relationship are

among the factors of distress and poor functioning (Daga et al, 2020).

In sum, both teachers and students profit from close relationships, while both

suffer from conflictual relationships. Although the importance of affective teacher-

student relationships is widely acknowledged, only limited research has focused on

how competent teachers feel in building these relationships and how this

competence can be influenced by, for example, teacher education. This study aims

to examine the level of competence of the in-service language educators in terms

of; attitude, knowledge, and self-efficacy and the level of perception of the pre-

service language educators in terms of; consistent communication, an emotionally

safe learning space, and mutual respect in building teacher-student’s relationship

and their significant relationship at Sultan Kudarat State University Access Campus.
 4

Theoretical framework

Emulating Bowlby's theory from 1969, which states that an infant's and

caregiver's close relationship is the cornerstone of the child's healthy socio-

emotional development and emotional control. This principle can be applied to the

teacher-student relationship, specifically in language education. In-service language

educators must possess competence in their field to effectively nurture this bond

with their students. Additionally, pre-service language educators should have a

positive perception of themselves as future teachers, as this will influence their

ability to establish a secure connection with their students. By emulating Bowlby's

theory, teachers can create an environment conducive to optimal learning and

emotional growth for their students.

Moreover, Hamre and Pianta, 2001 on teacher-students relationship

emphasized that students who have positive relationships with their teachers use

teachers as a secure base to explore their classroom and school environment

because they feel safe to do so. Additionally, they have an internal working model

of a supportive and responsive relationship they experience. Consequently, these

students are more willing to take on challenges, learn about socially appropriate

behaviours, and develop their socio-emotional skills.

On the other hand, Deci and Ryan on their self-determination theory in 1993,

explores the teacher-student relationship and its impact on competence of in-

service educators and perception of pre-service language educators. This theory

posits that individuals have an innate drive to fulfill their psychological needs for

autonomy, competence, and relatedness. In the context of education, teachers who

support students' autonomy and provide opportunities for self-directed learning

enhance their sense of competence. Similarly, pre-service language educators who

 5

are perceived as competent by their students foster a positive learning environment.

Thus, understanding the principles of self-determination theory can greatly benefit

both in-service and pre-service language educators in creating effective teaching

practices.

The theory of interpersonal teacher behavior proposed by Roger in 1950 has

huge contribution on teacher-students relationship: competence of in-service and

perception of pre-service language educator because according to this theory, the

way teachers interact with their students greatly influences their effectiveness as

educators.

In-service teachers who possess strong interpersonal skills are more likely to

establish positive relationships with their students. This enables them to create a

conducive learning environment where students feel supported and motivated. As

a result, these teachers are better equipped to deliver effective instruction and

facilitate student learning.

On the other hand, pre-service language educators' perception of themselves

as competent professionals is influenced by how they perceive their ability to build

relationships with students. If they believe they have strong interpersonal skills, they

are more likely to feel confident in their teaching abilities and be successful in their

future careers.

By recognizing the significance of building positive relationships with

students, both in-service and pre-service language educators can enhance their

effectiveness as teachers and contribute positively to student learning experiences.

 6

Attachment theory (Bowlby 1969), Self-determination theory (Deci and Ryan,

1993), Theory of Interpersonal teacher behavior (Rogers 1950), has huge

contribution on the study which addresses multiple aspects of competence

(attitudes, knowledge and self-efficacy).

Conceptual Framework

This study utilized PC Model (Predictor-Criterion Model) to relate and assess

the influence between two or more variables. According to (Tabuena, A. 2021)

stated that, PC Model (Predictor-Criterion Model) is used according to relationships,

associations, differences, and impacts. This model is used when relating and

assessing the influence between two or more variables. PC Model was appropriate

to examine the relationship between the level of competence of in- service language

educator in terms of; attitude, knowledge, and self-efficacy and the perception of

pre-service language educators in term of; consistent communication, an

emotionally safe learning space, and mutual respect.

Figure1. Research Paradigm

 7

Statement of the Problem

Generally, the purpose of the study was to determine the Teacher - Student

Relationship its Competence and Perception of In-service and Pre-service language

educators at Sultan Kudarat State University Access Campus.

Specifically, this study sought to answer the following questions.

1. What is the level of competence in building teacher-student relationship of the

In-service language educators in terms of:

1.1 Attitude;

1.2 Knowledge; and

1.3 Self-efficacy.

2. What is the level of perception in teacher-student relationship of the Pre-service

language educators in terms of:

2.1 Consistent Communication;

2.2 An Emotionally Safe Learning Space; and

2.3 Mutual Respect.

3. Is there a significant relationship between the competence of In-service and the

perception of the Pre-service language educators in teacher-student

relationship?
 8

Hypothesis of the Study

This is the hypothesis formulated in the study entitled “Teacher – Student’s

Relationship: Competence of In-service and Perception of Pre-service language

educators.”

Ho. There is no significant relationship between the competence of service and

the perception of the Pre-service language educators in teacher student relationship.

Significance of the Study

The findings of this study provided significant benefits to the following group or

individuals:

In-service Language Educators, this study will be helpful to the teacher

particularly at CTE English teachers for them to improve more their competence in

building teacher-students relationship in terms of attitude, Knowledge, and self-

efficacy as it forms the cornerstone of a productive and enriching educational

experience.

Pre-service Language Educators, the direct recipients of the output of this

research, can shape their perception of teaching and learning that will contribute

significantly to the establishment of positive and meaningful teacher-student

relationships.

Institutions, the institution can benefit to this study for them to practice and improve

quality, excellent, fairness and harmonious relationship between students and

teacher.

Future Researcher, this study will serve as reference to the researcher for their future

studies.
 9

Scope and Delimitation of the Study

The study will be participated by English teachers and bonafide English students

from the College of Teacher Education in Sultan Kudarat State University, Access

Campus A.Y 2023-2024.

Additionally, this study focuses on the elements of the teacher-student

relationship proposed by Kim Lee (2022), which are Consistent Communication, An

Emotionally Safe Learning Space, and Mutual Respect, to determine the level of

perception in the teacher-student relationship of the pre-service language

educators.

Consequently, this study focuses on competence in building teacher-student

relationships in terms of Attitude, Knowledge, and Self-efficacy of in-service

language educators, as proposed by Borremans and Spilt (2022).

Definition of Term

The term below was operationally defined for the better understanding of

the readers:

Attitude- refers to in-service language educators’ action on how they present their

self in a positive or negative way.

BSED-English Students- are the students in College of Teacher Education

Access Campus.

Competence- refers to the attitudes, knowledge, and skills of in-service language

educators that need to develop to build positive teacher-student relationships.

Consistent communication- this refers to the interaction of the students and

teachers in the classroom, such as regular feedback sessions, one-on-one

 10

meetings, or even informal conversations in the classroom with the necessary

support.

An Emotionally Safe Learning Space- this refers on creating a safe and

supportive environment where students feel comfortable to express themselves and

learn better.

In-Service Language Educator- these are the teacher currently teaching at the

college of the Teacher Education handling English subject.

Knowledge- refers to in-service language educator deep understanding of their

subject matter and ability to communicate, coping strategies that that can help to

strengthen teacher-student bonds and foster a positive learning environment.

Mutual Respect - refers to how teachers should treat students with respect, listen to

their opinions, and provide a safe and supportive environment.

Perception- Perception refers to the students' perceptions of their teachers and

how they perceive them as role models. These perceptions can influence their

teaching practices and ultimately impact the learning outcomes of their students.

Pre-Service Language Educator- these are the first year to third year BSED- English

students who are currently enrolled in the Sultan Kudarat State University.

Self-efficacy- refers to teachers’ beliefs about their capability to successfully form,

maintain, and mend relationships with students. Positive self-efficacy has an impact

on the use of various teaching strategies, the adaptability of teaching methods to

the specific educational needs of students, the efficient management of classroom

conflicts, and the stimulation of students’ participation in their own learning.

 11

Teacher-Student Relationship- refers to either positive or negative relationship of

teacher and students that may or may not affect the learning performances.

Teachers can establish strong connections with their students through engaging

inside the classroom and dealing with the lessons, which can improve academic

outcomes.
 12

METHODOLOGY

This section presents the discussion on the research methodology of the

study, research design, the respondents, locale of the study, sampling technique,

research instrument, validation of questionnaire, data gathering process and

statistical treatment of data, and ethical consideration.

Research Design

The study utilized the descriptive-correlational research design to assess the

relationship among the two variables. According to ( McBurney & White, 2009)

stated that descriptive correlational is used in research studies that aim to provide

static pictures of situation as well as establish the relationship between different

variables. Descriptive design was appropriate since it describes the teacher-

students relationship competence and perception of In-service and Pre-service

language educators, while the correlational coefficient measure the significant

relationship of the different variables in the study.

Locale of the study

The study was conducted at the College of Teacher Education of Sultan

Kudarat State University – ACCESS Campus because it is one of the outstanding

tertiary schools in Sultan Kudarat. Furthermore, the researchers choose to conduct

the research in this institution because it will give the researcher the needed

information about the Teacher-Student’s Relationship: Competence and

Perceptions of the In-service and Pre-service Language Educators.

 13

Figure 2. The picture above shows the locale of the study which is the College of
Teacher Education in Sultan Kudarat State University, ACCESS Campus.

Respondents of the Study

The participants of the study were first year, second year, and third year English

language students and all the English language pre-service teacher in the College

of Teacher Education. The English language students selected as the respondents

since the aim of the researchers is to get the perception in teacher-student

relationship of the pre-service language educators in terms of consistent

communication, an emotionally safe learning space, and mutual respect. Also, the

In-service language educator to know the level of competence in teacher-student

relationship of the In-service language educators in terms of attitude, knowledge,

and self-efficacy. The respondents in this study are limited only to the students and

teachers from Bachelor of Secondary Education major in English at College of

Teacher of Education in Sultan Kudarat State University Access Campus and have

enrolled in second semester A.Y 2022-2023.

 14

Table 1. Matrix of Respondents

Respondents Population

English Teachers 13
English Students 169
First Year 37
Second Year 32
Third Year 100

Total 182

Sampling Technique

The sampling technique that utilized in the selection of the students is the

Stratified Random Sampling and for the selection of the teachers the researchers

utilized the Purposive Sampling because the researchers set a criteria where only

English teachers are the respondents. Stratified Random Sampling, refer to a

random sampling method of dividing the population into various subgroups or strata

and drawing a random sample from each (Team, 2022). Similarly, Kassiani, 2022

purposive sampling refers to a group of non-probability sampling techniques in

which units are selected because they have characteristics that you need in your

sample. The researcher used Slovin’s formula to calculate the sample size of the

students necessary to reach the total number of respondents.

 15

In solving the sample size using Slovin’s formula, the solution is shown below.

Whereas:

n – is the sample size

N – total population (169)

e- margin of error (5% or 0.05)

𝑛=

𝑛 .

𝑛 = 118 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡s

Table 2. Matrix of Respondents with Sample Size

Respondents Population Sample

English Teachers 13 13
English Students 169 118
First Year 37 29
Second Year 32 29
Third Year 100 60

Total 182 131

 16

Data Gathering Instrument

The information for this study gathered through survey questionnaire by

which the researchers adopted from (Borremans, & Spilt, 2022) on his study

Development of the competence measure of Individual Teacher- students’

relationship: to evaluate the level of competence in building teacher-student

relationship of the in-service language educator. The questionnaire is composed of

competence in terms of attitude, knowledge and self-efficacy. A teacher survey in

getting the pulse of the respondents in support the study.

Subsequently, is the survey questionnaire adapted and modified from

(Swathi J | Vishveswarya Technical University - Academia.edu, n.d. 2016); Teacher-

Student Relationship Questionnaire (TSRQ) Rating Scale: to evaluate the level of

perception in teacher-student relationship of the pre-service language educators.

The questionnaire is composed of the perception of pre-service language educators

in terms of consistent communication, emotionally safe learning space, and mutual

respect. A student survey in getting the pulse of the respondents in support the

study.
 17

Table 3. Rating Scale to determine the Competence of In-service Language

Educators and level of Perception of Pre-service Language
Educators.
Scale Range of Means Verbal Description Interpretation
5 4.20-5.00 Strongly Agree Extremely Positive
Relationships

4 3.40-4.19 Agree Positive Relationships

3 2.60-3.39 Either/Neither Agree Either/Neither Positive

Nor Disagree Nor
Negative Relationships

2 1.80-2.59 Disagree Negative Relationships

1 1.00-1.79 Strongly Disagree Extremely Negative

Relationships

Data Gathering Procedure

The researcher established first the validity and reliability of the instrument

with the approval of the thesis advisory committee and secure a certification from

the Dean of College Teacher Education to gather data.

After the approval of the letter of permission, the researcher validated the

research instruments to the experts. The researcher personally and virtually

distributed the instrument to the respondents. The consent of the respondents was

gathered and an assurance of the privacy of their identity emphasized during the

survey. Data gathered was tabulated with computer support and processed using

Statistical Package for Social –Sciences with the help of the statistician. The

analyses have done based on the problem statement.

 18

Figure 3. Waterfall Diagram of Data Gathering Procedure

 19

Statistical Treatment
To interpret the data effectively, the researchers made use of the following

statistical treatment to interpret the data.

The (5)-point Likert scale is a psychometric response method where

respondents can easily answer questions and state their level of agreement in five

points. The 5point Likert scale consists of the below points – (1) Strongly Disagree;

(2) Disagree; (3) Either/Neither Agree nor Disagree; (4) Agree; and (5) Strongly

Agree. The Average Mean which most often used in central tendency calculation

since it is prone to fewer errors. Formula: Ʃfx ➗ f = X (Where: X is the weighted

mean, Ʃfx is the sum of all the products, and f is the sum of all the respondents.) The

standard deviation is the average amount of variability in your dataset. It tells you, on

average, how far each value lies from the mean (Bhandari, P. 2020). And Pearson

Correlation Coefficient a sort of correlation shows the association between two

variables measured on the same interval or ratio scale. The Pearson coefficient is a

measure of the strength of the association between two continuous variables.

Ethical Consideration

Research needs principled deliberations to make it morally sound and

strengthens the validity and reliability for its quality standards. This has been

designed for the protection of the respondents and to avoid risk during the conduct

of the study. Thus, the researcher considered the privacy and confidentiality of the

respondents for its integrity, if they felt uncomfortable in answering the given

questionnaire, they would not be forced to give their answer, and they could proceed

to the next question. Whatever answers and information gathered would be kept with

confidentiality. The researcher valued the readiness of the respondents to answer, if

they would feel that they were not yet ready to answer then, the researcher would
 20

understand and respect their decision. There would be another schedule to be set

for the convenience of the respondents.

The researcher would explain the respondents about the purpose of the study

and would inform them that their honest answers could help the success of the

study. Furthermore, they deserved to be protected from any risk and emotional harm

that the study may cause. The respondents were informed ahead of time so that

they would be ready in answering the questionnaire. There would be no monetary

compensation involved such as for transportation of the students since the study

was conducted during school days and other related activity. Thus, the respondents

were informed that this was voluntary and they would not be paid for their

participation, but they were highly appreciated in cooperating the success of the

study. They would be oriented about the importance of the study and the value of

their answers that it must be kept confidentially for their safety.

 21

RESULTS AND DISCUSSIONS

This section presents the results and discussion of the analysis and interpretation

of the data referring to the study.

Level of Competence in Teacher – Student’s Relationship of the

In-Service Language Educators

The teacher-student relationship is the foundation of a successful

educational experience. A strong bond between educators and learners fosters

trust, respect, and open communication. Teachers who genuinely care about their

students' well-being create a positive learning environment that encourages growth

and exploration. By building meaningful connections, teachers can inspire students

to reach their full potential. Let us prioritize nurturing this relationship to ensure a

brighter future for our children.

Results of the level of competence in teacher – student’s relationship of the

In-service language educators at Teacher College of Education in Sultan Kudarat

State University, ACCESS are presented in tables 4-6. The level of competence in

teacher- student’s relationship of the In-service language educators has been

divided into three terms: Attitude, Knowledge and Self-efficacy.

 22

Table 4. Level of Competence in Teacher – Student’s Relationship of the

In-Service Language Educators in terms of Attitude
Indicators Mean S.D Verbal
Description
1. Personal relationship with my 3.85 1.24 Agree
students is my number one priority.

2. I want to be a teacher who 4.46 0.81 Strongly Agree

understands every student in their
classes through and through.

3. As a teacher, I strive for a personal 3.92 1.16 Agree

relationship with each student in the
class.

4. Each student deserves a personal 3.69 1.33 Agree

relationship with their teacher.

5. I am motivated to understand how 4.15 0.83 Agree

personal relationships with students
touch me personally.

6. Teachers cannot do much when they

experience problems in personal 3.15 0.64 Either/Neither
relationship with students. Agree nor
Disagree
7. Relationship with students can teach 3.77 0.77
me something about who I am. Agree

8. I regret when a relationship with a 3.77 0.77

student is personal rather than Agree
impersonal.

9. A personal relationship with a

student is important, but not crucial 3.85 0.91
for the quality of education. Agree

10. Teacher have a rather small impact 2.92 0.80

on a personal relationship with a Either/Neither
student. Agree nor
Disagree

Average Mean 3.75 0.93 Agree

 23

The table 4 shows that the result of the level of competence in teacher- student’s

relationships of the in-service language educators in terms of attitude, has an

average mean of 3.75 with a standard deviation of 0.93, which means that the

competence in teacher- student’s relationship of the in-service language educators

in terms of attitude was agreed to have a positive relationship.

Additionally, the highest obtained mean teachers weighted as strongly agree,

assumed that the in-service language educators strongly agreed that the

competence in teacher – student’s relationships in terms of attitude has an

extremely positive relationship, in the indicator: I want to be a teacher who

understand every student in their classes through and through had a mean of 4.46.

Other teachers weighted as agree, assumed that the in-service language

educators agree that the competence in teacher – student’s relationship in terms of

attitude has a positive relationship, in the indicators such as: I am motivated to

understand how personal relationship with students touch me personally have a

mean of 4.15; As a teacher, I strive a personal relationship with each student in the

class have a mean of 3.92; A personal relationship with a student is important, but

not crucial for the quality of education, Personal relationship with my students is my

number one priority have a mean of 3.85; Relationships with students can teach me

something about who I am, and I regret when a relationship with a student is

personal rather than impersonal have a mean of 3.77; and Each student deserves

personal relationship with their teacher have mean of 3.69.

And other teachers weighted as either/neither agree nor disagree, assumed

that the in-service language educators agree somehow disagree that the

competence in teacher- student’s relationship in terms of attitude has either/neither

positive nor negative relationships, in the indicators such as: Teacher cannot do
 24

much when they experience problems in personal relationship with students had

mean of 3.15.

The lowest obtained mean was 2.92 from the statement “Teachers have a

rather small impact on a personal relationship with a student”. Hence, it is clear that

the finding holds immense significance as it highlights the importance of fostering

strong relationships between teachers and students. When educators have a

positive attitude, they create an environment that encourages open communication,

trust, and mutual respect. Students feel more comfortable expressing their thoughts

and seeking help when needed.

This is supported by a study, Egbokhan (2016) that found a positive

interaction between professors and students, which has the potential to affect

students' academic performance. As noted, students benefit from positive teacher-

student’s relationships where students feel safe to express their thoughts and ask

questions. This fosters active participation and engagement in the classroom,

leading to better academic performance. Likewise, educators benefit as well

because it promotes effective communication between teachers and students.

Through open communication, teachers may better understand the students' needs,

adapt teaching strategies accordingly, and provide personalized support. While

creating strong relationships with their students, educators are strengthening their

own interpersonal and professional skills (Admin, 2017).

According to Bukowski and Hoza (1989), teacher-student relationships (TSR)

are what determine how connected teachers and students are for fostering learning

and wellbeing outcomes, including behavioral and emotional changes (Sointu et al.,

2017).
 25

Moreover, this positive relationship enhances motivation and engagement

among students. When teachers demonstrate care and support, students are more

likely to be motivated to excel academically. They become active participants in the

learning process, leading to improved academic performance.

 26

Table 5. Level of Competence in Teacher – Student’s Relationship of the

In- Service Language Educators in terms of Knowledge
Indicators Mean S.D Verbal
Description
1. A relationship with a student can be 3.46 0.61 Agree
described in terms of control and
affiliation.

2. Personal relationships are important 3.31 1.16 Either/Neither

for student academic achievement. Agree nor
Disagree

3. A relationship can be strengthened 4.31 1.09 Strongly

through supporting the student’s Agree
need for competence, belonging and
autonomy.

4. Authoritarian teacher behavior elicits 3.46 1.72 Agree

defiant student behavior.

5. Personal relationships are important 3.77 0.77 Agree

for exploration and motivation of
students.

6. Teacher’s social emotions are often 3.69 0.96 Agree

experienced in interaction with
students.

7. A personal relationship with a 3.62 0.89 Agree

student influenced me as a teacher.

8. Ideas about an individual student can 4 0.38 Agree

influence my pedagogical behavior.

9. Coping skills are efficient when I feel 4.15 0.99 Agree

stressed.

10. I can effectively cope with the

4.38 0.60 Strongly
emotion and stress I experience in
Agree
the classroom.

Average Mean 3.82 0.817 Agree

 27

The table 5 shows that the result of the level of competence in teacher-

student’s relationships of the in-service language educators in terms of knowledge,

has an average mean of 3.82, with standard deviation of 0.817, which means that

the competence in teacher- student’s relationships of the in-service language

educators in terms of knowledge has a positive relationship. When teachers

possess a deep understanding of their subject matter, they can effectively guide and

support students' learning experiences. A competent teacher fosters trust, respect,

and open communication with students, creating an environment conducive to

growth and academic success.

Additionally, the highest obtained mean in the survey that other teachers

weighted as strongly agree that the competence in teacher-student’s relationship in

terms of knowledge had mean of 4.38 in the indicator: I can effectively cope with the

emotion and stress I experience in the classroom” and “a relationship can be

strengthened through supporting the student’s need for competence, belonging, and

autonomy” had mean of 4:31 which strongly agreed to had an extremely positive

relationship” which means that competence in teacher-student relationships goes

beyond just knowledge; it involves empathy, communication skills, and

understanding individual student needs. Other teachers weighted as agree,

assumed that the in-service language educators agree that the competence in

teacher-student’s relationship in terms of knowledge has positive relationship, in the

indicators such as: Coping skills are efficient when I feel stressed has a mean of

4.15; Ideas about an individual student can influence my pedagogical behavior has

a mean of 4; Personal relationship is important for exploration and motivation of

students has a mean of 3.78; Teacher’s social emotions often experience in

interaction with students has a mean of 3.69; A personal relationship with a student
 28

influence me as a teacher has a mean of 3.62; and A relationship with a student can

be described in terms of control and affiliation, and Authoritarian teacher behavior

elicits defiant student behavior has a mean of 3.46.

On the other hand, the lowest obtained mean was 3.31 from the statement

“Personal relationship is important for student academic achievement” that other

teachers weighted as either/neither agree nor disagree, assumed that the in-service

language educators agree somehow disagree that the competence in teacher-

student’s relationships in terms of knowledge has either/neither positive nor

negative relationships.

Hence, it is clear that this finding supports the notion that a strong

understanding of subject matter positively impacts the teacher-student dynamic.

Educators who possess extensive knowledge are better equipped to establish

rapport, provide effective instruction, and address individual student needs.

Consequently, students are more likely to engage, learn, and succeed under such

competent educators. Chang and Davis, 2009; Split and Koenen et al., 2019 said

that, in building teacher-student’s relationship, teachers are the ones responsible

for trying to establish, maintain, and if needed, restore the relationship.

Therefore, it is crucial for language educators to continuously enhance their

knowledge base to foster positive relationships with their students and promote

successful learning outcomes.

 29

Table 6. Level of Competence in Teacher – Student’s Relationship of the In-

Service Language Educators in terms of Self-efficacy
Indicators Mean S.D Verbal
Description
1. I can understand the perspective of 3.46 0.61 Strongly Agree
each student even when the student
is behaving inappropriately or
disruptively.

2. I am aware of the interest, values, 4.38 0.71 Strongly Agree

feelings, ideas and goals of each of
my students.

3. I can talk with each student about 4.38 0.71 Strongly Agree
his/her feelings and experiences.

4. I encourage each student to calm 4.38 1.04 Strongly Agree

down when they are angry and upset.

5. It is important to recognize each

4.38 1.04 Strongly Agree
student timely when he/she doesn’t
feel well in the classroom.

6. I know how to talk with each student 4.38 0.81 Strongly Agree
about feeling and thoughts.

7. I know how to offer emotional security 4.54 0.61 Strongly Agree

to each student.

8. I can stay calm when any student Agree

4.08 1.22
upset me.

9. I obtain a feeling of self confidence in

4.38 0,89 Strongly Agree
relation to each student.

10. I can almost always react positively to

4.38 0.81 Strongly Agree
each student.

Average Mean 4.37 0.61 Strongly Agree

 30

The table 6 shows that the result of the level of competence in teacher student’s

relationships of the in-service language educators in terms of Self efficacy, 3has an

average mean of 4.37 with standard deviation of 0.61, which means that the

competence in teacher – student’s relationship of the in-service language educators

in terms of self- efficacy was strongly agreed to have an extremely positive

relationship. This indicates that when teachers have high levels of self-efficacy, they

are more likely to establish positive connections with their students, leading to

improved learning outcome.

Additionally, the highest obtained mean in the survey that other teachers

weighted as strongly agree, assumed that most of the in-service language educators

strongly agreed that the competence in teacher –student’s relationships in terms of

self-efficacy has an extremely positive relationship, in the indicators such as: I know

how to offer an emotional security to each student have a mean of 4.54: I can

understand the perspective of each student even when the student is behaving

inappropriately or disruptively has a mean of 4.46; I am aware of the interest, values,

feelings, ideas and goals of each of my students. I can talk with each student about

his/her feelings and experiences, I encourage each student to calm when they are

angry and upset, It is important to recognize each student timely when he/she

doesn’t feel well in the classroom, I know how to talk with each student about feeling

and thoughts, I obtain a feeling of self-confidence in relation with each student, and

I can almost always react positively to each student have a mean of 4.38.

On the other hand, the lowest obtained mean in the survey that other

teachers weighted as agree, assumed that the in-service language educators agree

that the competence in teacher –student’s relationship in terms of Self efficacy has
 31

a positive relationship in the indicator: I can stay calm when any student upset me

had a mean of 4.08.

Moreover, a supportive environment created by competent educators can

positively impact students' social-emotional development. Students who feel valued

and supported by their teachers are more likely to develop a sense of belonging and

self-confidence. This is supported by Covarrubias and Mendoza (2016) highlighted

that the feeling of positive self-efficacy has an impact on the use of various teaching

strategies, on the adaptability of teaching methods towards the specific educational

needs of students, on the efficient management of classroom conflicts and on the

stimulation of students’ participation in their own learning.

Therefore, in-service language educators should prioritize building

connection with their students. By doing this, they can foster a learning environment

that is effective for both teaching and learning while also enhancing the general

wellbeing of their student’s.

 32

Table 7. Summary of the Results on the level of Competence in Teacher-

Student’s Relationship of the Pre-service Language Educators
Dimension Mean S.D Verbal Description
Rating

Attitude 3.75 0.93 Agree

Knowledge 3.82 0.817 Agree

Self-efficacy 4.37 0.61 Strongly Agree

Overall Mean 3.98 0.78 Agree

The table 7 shows the summary of the results on the level of competence in

teacher-student’s relationship of the In-service language educator. The overall

mean of the level of competence in teacher-student’s relationship of the In-service

language educator was 3.98 which has a verbal description of “Agree” which means

that the competence in teacher-student’s relationship of the in-service language

educators has a positive relationship.

Initially, attitude had a mean of 3.75 with verbal description “Agree” this

indicates that the majority of in-service language educators possess a positive

attitude towards their students. This is significant as it implies that these educators

are committed to fostering a supportive and encouraging learning environment. A

positive attitude can greatly impact student motivation and engagement, leading to

improved academic performance. Mucella, Melis, and Ahu 2011, said that ‘teachers

are viewed by pupils as the only source of all knowledge and information, an

authority figure, and a good role model. If teachers employ effective approaches

and are enthusiastic about what they are teaching, students will learn and be

properly instructed”, therefore, it is essential for all language educators to maintain

 33

this level of competence in order to ensure successful teaching and learning

experiences for their students.

Subsequently, knowledge had a mean of 3.82 with verbal description “Agree”

this indicates that the majority of in-service language educators possess a

satisfactory level of knowledge in this aspect. This means that they are well

equipped to establish positive and productive relationships with their students,

fostering an environment conducive to learning. Chang and Davis et al 2009, said

that, in building teacher-student’s relationships, teachers are the ones responsible

for trying to establish, maintain and, if needed, restore the relationship. Negative

teacher feelings and thoughts, such as helplessness or feeling out of control, can

make teachers less likely to look for new ways to connect with students, may lead

them to distance themselves from them, and may even make them less sensitive to

their needs.

That is why, it is essential to recognize and appreciate the efforts made by

these educators, as their competence directly impacts the quality of education

provided. Therefore, it is imperative to support and encourage continuous

professional development for language educators to further enhance their skills and

knowledge in this area.

Consequently, Self-efficacy had a mean of 4.37 with verbal description

“Strongly Agree” this indicates a high level of confidence and belief in their abilities

as educators. This strong agreement suggests that these in-service language

educators are confident in their skills to establish positive relationships with their

students, which can greatly enhance the learning experience. Covarrubias and

Mendoza (2016) highlighted that the feeling of positive self-efficacy has an impact

on the use of various teaching strategies, on the adaptability of teaching methods

 34

towards the specific educational needs of students, on the efficient management of

classroom conflicts and on the stimulation of students’ participation in their own

learning. With this level of competence, teachers can create a supportive and

engaging environment where students feel valued and motivated to excel.

Competencies such as attitude, knowledge, and self-efficacy play a crucial

role in the teacher-student relationship. Firstly, a positive attitude is essential, as it

creates a conducive learning environment. When teachers display enthusiasm and

optimism, students are motivated to engage actively in their studies. Secondly,

knowledge is vital for effective teaching. Teachers with a deep understanding of

their subject matter can provide accurate information, answer students' questions

confidently, and cope with the emotion and stress they experience in the classroom.

Lastly, self-efficacy is crucial as it influences teachers' beliefs about their ability to

positively impact student learning. When teachers have high self-efficacy, they are

more likely to employ effective instructional strategies and provide valuable

feedback to students. In conclusion, these competencies are essential for fostering

a strong teacher-student relationship that promotes learning and growth.

 35

Table 8. Level of Perception in Teacher – Student’s Relationship of the Pre-

Service Language Educators in terms of Consistent Communication
Indicators Mean S.D Verbal
Description
1. I can learn if the teacher 4.42 0.63 Strongly Agree
2. the information in a simple way.

3. I can learn if the teacher explain 4.54 0.54 Strongly Agree

the lesson in a comprehensive way.

4. I am motivated to learn if the 4.58 0.54 Strongly Agree

teacher makes a positive comment
about my abilities in learning.

5. I can learn best if the teacher 4.45 0.53 Strongly Agree

encouraged me to speak English even
I’m not yet fluent in it.

6. I exert extra effort if the teacher 4.49 0.55 Strongly Agree

motivates me to give my best effort in
learning the language.

7. I am encouraged to learn if the teacher 4.46 0.57 Strongly Agree

never used unpleasant words
whenever I commit a mistake in using
appropriate terminologies.

8. I can concentrate if the teacher does 4.27 0.70 Strongly Agree

not scold me whenever I commit a
mistake in reporting.

9. I feel inspired if the teacher shares 4.54 0.51 Strongly Agree

his/her learning experiences with us.

10. I can learn better if the teacher corrects 4.58 0.54 Strongly Agree
me politely whenever I mispronounced
a word.

11. I can answer confidently if the teacher

4.35 0.67 Strongly Agree
paraphrases the questions in a
simplest form so that I could be able to
understand his/her thoughts.

Average Mean 4.47 0.58 Strongly Agree

 36

The table 8 shows that the result of the level of perception in teacher student’s

relationships of the pre-service language educators in terms of Consistent

Communication, has an average mean of 4.47 with standard deviation 0.58, which

means that the perception of pre-service language educators in terms of consistent

communication was strongly agreed to have an extremely positive relationship. It

suggests that students can learn best if teacher’s will fully communicate clearly and

effectively create an interactive and engaging environment that will positively affect

to the student’s learning.

Specifically, the highest obtained mean in the survey that other students

weighted as strongly agree , assumed that most of the pre-service language

educators strongly agreed that the perception in teacher-student’s relationships in

terms of consistent communication has an extremely positive relationship which

means it is a must that the teacher can fully communicate clearly and effectively

create an interactive and engaging environment that could positively affect to the

student’s learning , in the indicators such as: I am motivated to learn if the teacher

makes a positive comment about my abilities in learning, I can learn better if the

teacher correct me politely whenever I mispronounced a word have a mean of 4.58.

Followed by the statement; I can learn if the teacher explains the lesson in a

comprehensive way, I feel inspired if the teacher shares his/her learning experiences

with us have a mean of 4.54; I exert extra effort if the teacher motivates me to give

my best effort in learning the language have a mean of 4.49; I am encourage to learn

if the teacher never used unpleasant words whenever I commit a mistake in using

appropriate terminologies have a mean of 4.46; I can learn best if the teacher

encourage me to speak English even I’m not yet fluent in it have a mean of 4.45; I

can learn if the teacher present the information in a simple way have a mean of 4.42;
 37

I can answer confidently if the teacher paraphrases the questions in a simplest form

so that I could be able to understand his/her thoughts have a mean of 4.35.

On the other hand, the lowest obtained mean was 4.27 from the statement “I

can concentrate if the teacher does not scold me whenever I commit a mistake in

reporting”. According to studies, effective teachers create interactive, engaging

learning environments that positively influence students' achievement (see

Mashburn et al., 2008). Also, the way you interact with your students can have a

beneficial impact on how they view learning, their role in the classroom, their own

strengths, and their drive to succeed (see Dobbs & Arnold, 2009).
 38

Table 9. Level of Perception in Teacher – Student’s Relationship of the

Pre-Service Language Educators in terms of An Emotionally Safe
Leaning Space
Indicator Mean S.D Verbal
Description
1. I am excited to learn if the teacher 4.44 0.62 Strongly Agree
shows sensitivity towards his/her
students’ feeling.

2. I can pay attention in the class if the 4.40 0.57 Strongly Agree
teacher conducts him/herself
professionally.

3. I enjoy learning if the teacher is patient 4.42 0.54 Strongly Agree

with student when directing them to
learn appropriate behavior.

4. I feel comfortable if the teacher focuses 4.27 0.64 Strongly Agree

also on stopping unwanted behavior for
most of the class period.

5. I feel delightful to learn if the teacher 4.58 0.49 Strongly Agree

has a good attitude.

6. I am glad to learn if the teacher is 4.62 0.51 Strongly Agree

approachable.

7. I am eager to learn if the teacher is 4.53 0.55 Strongly Agree

responsive whenever I asked
questions/queries.

8. I am comfortable if the teacher shows

4.52 0.51 Strongly Agree
sincere empathy to his/her students.

9. I am excited to learn if the teacher’s not 4.48 0.56 Strongly Agree

only cares about my academic but also
about my wellbeing.

10. I can learn if the teacher encourages

4.52 0.53 Strongly Agree
his/her students in pursuing their
chosen field of specialization.

Average Mean 4.48 0.53 Strongly Agree

 39

The table 9 shows that the result of the level of perception in teacher-

student’s relationship of the pre-service language educators in terms of an

emotionally safe learning space, has an average mean of 4.48, with standard

deviation of 0.55 which means that the perception of pre-service language

educators in terms of an emotionally safe learning space was strongly agreed to

have an extremely positive relationship. If teachers create a safe, supportive and

open learning environment where different opinions are equally respected and

where there is no fear of ridicule from either one’s peers or the teacher, also students

feel comfortable to express themselves and can learn better.

Specifically, the highest obtained mean in the survey that others students

weighted as Strongly Agree, assumed that most of the Pre-service language

educators strongly agreed that the perception in teacher-student’s relationships in

terms of an emotionally safe learning space has an extremely positive relationship

which means that if teachers create a safe, supportive and open learning

environment where different opinions are equally respected and where there is no

fear of ridicule from either one’s peers or the teacher, also students feel comfortable

in expressing themselves and can learn better, in the indicators such as: I am glad

to learn if the teacher is approachable have a mean of 4.62. Followed by the

statements; I feel delightful to learn if the teacher has a good attitude have a mean

of 4.58; I am eager to learn if the teacher is responsive whenever I asked

questions/queries have a mean of 4.53; I am comfortable if the teacher shows

sincere empathy to his/her students, I can learn if the teacher encourages his/her

students in pursuing their chosen field of specialization have a mean of 4.52; I am

excited to learn if the teacher’s not only cares about my academic but also about

my well-being have a mean of 4.48; . I am excited to learn if the teacher shows

 40

sensitivity towards his/her students’ feeling have a mean of 4.44; I enjoy learning if

the teacher is patient with student when directing them to learn appropriate behavior

have a mean of 4.42; I can pay attention in the class if the teacher conducts

him/herself professionally have a mean of 4.40.

On the other hand, the lowest obtained mean was 4.27 from the statement “I

feel comfortable if the teacher focuses also on stopping unwanted behavior for most

of the class period”. According to Teachmint, 2023 students learn best in a

welcoming and open learning environment where different opinions are listened to

and respected, taking initiative is appreciated and where there is no fear of mockery

or being scoffed at by either the fellow students or the educator. When the students

feel safe while asking questions, sharing their doubts, and believe that they won’t

be ridiculed, that their ideas will be appreciated and their doubts will be resolved

with patience, it is then that they benefit from an emotionally-safe learning

environment. Such a learning environment not only helps the students in realizing

their learning potential, but it is also helpful in forging a strong teacher student

relationship.
 41

Table 10. Level of Perception in Teacher – Student’s Relationship of the

Pre-Service Language Educators in terms of Mutual Respect
Indicators Mean S.D Verbal
Description
1. I can learn better if the teacher promotes 4.56 0.51 Strongly Agree
and practices anti-favouritism in class.

2. I feel interested to learn if the teacher 4.60 0.49 Strongly Agree

accommodates the concern of the
student fairly.

3. I can gain knowledge if the teacher let 4.52 0.67 Strongly Agree
me, and all students take risk in
classroom learning activities.

4. I can learn if the teacher accepts my 4.55 0.53 Strongly Agree

ideas and opinion that is related to a
certain topic.

5. I am encouraged to learn if the teacher 4.52 0.55 Strongly Agree

calls upon students in the decision
making process.

6. I feel inspired to learn if the teacher 4.50 0.51 Strongly Agree

helps everyone in the class who is
having difficulties in learning the
language.

7. I am inspired to learn if the teacher is

4.64 0.51 Strongly Agree
unbiased in considering his/her students.

8. I don’t feel discouraged if the teacher 4.58 0.56 Strongly Agree

always listens to both sides when
conflict arises.

9. I can learn if the teacher tends to listen 4.63 0.48 Strongly Agree
to the suggestion form the students.

10. I am inspired to learn if the teacher does 4.56 0.51 Strongly Agree
not compare my mental capacity in
learning language to other students.

Average Mean 4.57 0.53 Strongly Agree

 42

The table 10 shows that the result of the level of perception in teacher student’s

relationship of the Pre-service language educator in terms of mutual respect has an

average mean of 4.57 with standard deviation of 0.53, which means that the

perception of pre-service language educators in terms of mutual respects, was

strongly agreed to have an extremely positive relationship. It suggests that both

teachers and students must respect and trust each other to create a respectful and

meaningful learning environment. Teacher must provide genuine feedback to

demonstrate that they care about their student’s individual academic and sometimes

personal growth. And also, student’s feedback that will provides teachers a first-

hand knowledge on how to reach their students and provide them with the best

personal and educational opportunities.

Specifically, the highest obtained mean in the survey that other students

weighted as Strongly Agree, and was assumed that most of the Pre-service

language educators strongly agreed assumed that most of the Pre-service language

educators strongly agreed that the perception in teacher-student’s relationships in

terms of mutual respect has an extremely positive relationship which means both

teachers and students must show respect and trust each other to create a respectful

and meaningful learning environment, in the indicators such as: I am inspired to

learn if the teacher is unbiased in considering his/her students have a mean of 4.64;

I can learn if the teacher tend to listen to the suggestion form the students have a

mean of 4.63; I feel interested to learn if the teacher accommodate the concern of

the student fairly have a mean of 4.60; I don’t feel discouraged if the teacher always

listens to both sides when conflict arises have a mean of 4.58; I can learn better if

the teacher promotes and practices anti favouritism in class, I am inspired to learn if

the teacher does not compare my mental capacity in learning language to other
 43

students have a mean of 4.56; I can learn if the teacher accepts my ideas and

opinion that is related to a certain topic have a mean of 4.55; I can gain knowledge

if the teacher let me, and all students take risk in classroom learning activities, I am

encourage to learn if the teacher calls.

On the other hand, the lowest obtained mean was 4.50 from the statement “I

feel inspired to learn if the teacher helps everyone in the class who is having

difficulties in learning the language”. A student-teacher relationship in the classroom

is a positive relationship between the teacher and the student in efforts to gain trust

and respect from each other. This relationship may consist of getting to know your

students better, providing choice and encouraging the students to become stronger

learners every day. By doing this, teachers are showing respect to their students,

valuing their individuality and being polite. According to (Vanner,2022) having a

positive relationship with your students helps them become more successful in the

classroom as well as makes your classroom a safe and welcoming environment for

all.
 44

Table 11. Summary of the Results on the level of Perceptions in Teacher-

Student’s Relationship of the Pre-service Language Educators
Dimension Mean S.D Verbal Description
Rating

Consistent 4.47 0.58 Strongly Agree

Communication

An Emotionally 4.48 0.55 Strongly Agree

Safe Learning
space

Mutual Respect 4.57 0.53 Strongly Agree

Overall Mean 3.98 0.78 Strongly Agree

The table 11 shows the summary of the results on the level of perception in

teacher-student’s relationship of the pre-service language educator. As presented

the average mean of the level of perception in teacher-student’s relationship of the

Pre-service language educator in terms of consistent communication was 4.47

which has a verbal description of “Strongly Agree” which means that the teacher

must fully communicate clearly and effectively create an interactive and engaging

environment that positively affect to the student’s learning. Consistent

communication helps build trust and respect between teachers and students. It

enables teachers to understand their students' needs better and provide them with

the necessary support. Also, it has been demonstrated that having a supportive

teacher-student relationship has a good effect on students' involvement in class

and, eventually, their academic success. The act of exchanging ideas or thoughts

with another person can be referred to as communication. Students can freely

exchange ideas and opinions thanks to the advantages of encouraging such

interactions, which also establish an environment where inquiries can be made

without fear of being rejected or humiliated.

 45

The average mean of the level of perception in teacher-student’s relationship

of the Pre-service language educator in terms of an emotionally safe learning space

was 4.48 which has a verbal description of “Strongly Agree” which means that the

teacher must create a safe, supportive and open learning environment where

different opinions are equally respected and where there is no fear of ridicule from

either one’s peers or the teacher, also students feel comfortable to express

themselves and can learn better. A positive emotional learning space can enhance

student engagement and academic performance. Teachers who create an

emotionally safe environment foster trust, respect, and open communication with

their students. This relationship allows for meaningful connections and promotes

social-emotional development. Students who feel valued and supported are more

likely to take risks, ask questions, and participate in class discussions. Ultimately, a

healthy teacher-student relationship can positively impact a student's overall

wellbeing and future success.

The average mean of the level of perception in teacher-student’s relationship

of the Pre-service language educator in terms of mutual respect was 4. 57 which

has a verbal description of “Strongly Agree” which means that both teachers and

students must respect and trust each other to create a respectful and meaningful

learning environment. Teacher must provide genuine feedback to demonstrate that

they care about their student’s individual academic and sometimes personal growth.

And also, student’s feedback that provides teachers a first-hand knowledge on how

to reach their students and provide them with the best personal and educational

opportunities. Mutual respect in the classroom encompasses more than the

interaction between students and the teacher. An atmosphere of mutual respect

means that students also treat each other properly. The result is a classroom where
 46

more learning takes place as students feel safe, motivated and, of course,

respected.

The overall mean of the level of perception in teacher-student’s relationship

of the pre-service language educator was 4.51 which has a verbal description of

“Strongly Agree” which means that the three (3) dimension such as consistent

communication, an emotionally safe learning space and mutual respect was a good

combination in which teachers must possess in order to create and build a powerful

teacher-student’s relationship. Furthermore, a positive and professional relationship

between teachers and students is critical in providing a safe environment in which

students may work without feeling rushed and become motivated to learn. To create

secure environments and offer students confidence in their abilities to work without

pressure and become motivated to learn, a decent and professional connection is

essential (O'Connor, Dearing, and Collins, 2011).

 47

Table 12. Analysis on the Relationship between the Competences of In- service
Language Educators and the Perception of the Pre- service
Language Educators in Teacher – Student’s Relationship
Variables Mean Pearson’s P-Value Interpretation
r
Competence of In-service 0.487 Weak
Language Educators 3.98 0.212 Correlation/
Relationship
*at 95% Confidence level

Perception of Pre-service 4.51

Language Educators

*95% Confidence level

Note: a = .05 level of Significance (two tailed)

In order to determine if there is a significant relationship between the

Competence and Perception of the In-service and Pre-service language educators

in Teacher- Student’s Relationship, the researcher first solved for the Pearson R

then conducted a correlation analysis at 95% confidence level. The relationship

between the Competence and Perception of the In-service and Pre-service

language educators in Teacher- Student’s Relationship was investigated using

Pearson correlation coefficient. As shown in the result that there was a weak

correlation/relationship between the two variables (Competence and Perception of

the In-service and Pre-service language educators in Teacher- Student’s

Relationship), the correlation coefficient is 0.212 and the computed P Value is 0.487

which is greater than the level of significance of 0.05 (r=0.212, P Value > 0.05.)

Therefore, the result revealed that there was no significant relationship between

the Competence and Perception of the In-service and Pre-service language

educators in Teacher- Student’s Relationship since the P Value is less than 0.05. It

implies that we should accept the null hypothesis because of the PValue Guidelines.
 48

Hence, the competence of the in-service language educators does not affect or

is not significant to the perception of the pre-service language educators in the

teacher-student relationship because of various contradictions. Based on the final

response to the competence of in-service language educators in terms of attitude,

knowledge, and self-efficacy, there are some respondents who gave low scores that

affect variable number three (3).

Subsequently, the year level of pre-service language educators with different

levels of perception also affects the variable number three (3). Since the researchers

chose first-year, second-year, and third-year students as their respondents, the

researchers assumed that these pre-service language educators at different year

levels have different perceptions that also affect variable number three (3).

Therefore, the researcher suggests selecting one-year level as respondents

in getting the pulse in support the study. However, even though there is no

significant relationship between the two variables, both in-service and pre-service

language educators meet the goal towards better learning. Because they have

similar perception in terms of what is the best way of learning and what is the best

way of teaching. Pianta, R. C., La Paro, K. M., and Hamre, B. K. (2008) said that,

teachers should actively listen to students, show empathy, and engage in effective

communication to understand their needs, concerns, and interests. By doing this,

students could feel that they are valued, supported, and comfortable expressing

their thoughts and seeking help when needed without feeling trepidation.

Additionally, provide positive feedback and reinforcement for students' efforts

and achievements to boost their confidence and motivation (Skinner, B. F. 1957).

Effective or positive feedback is one of teaching methods that provide students

information about their performance, identifies areas that needs improvement, and
 49

guides them toward their learning goal. Moreover, Consistency, reliability, and

fairness in your interactions with students help build trust over time (Bryk, A. S., &

Schneider, B. 2002). Students tend to perform better academically when they

perceive that their teachers and school staff trust them and when they trust their

teachers.

Thus, the study highlights that when educators possess competencies such

as attitude, knowledge, and self-efficacy, they create an environment that

encourages open communication, trust, and mutual respect, establish rapport,

provide effective instruction, and address student needs. Similarly, students'

perceptions also play a vital role for teachers in making adjustment and

improvements in their teaching strategies, leading to better academic performance

and personal growth.

 50

SUMMARY, CONCLUSION AND RECOMMENDATION

This section summarize findings, conclusions, and recommendation based on

the gathered data about the study.

Summary

This study utilized the quantitative approach and applied a descriptive –

correlational research design and was conducted using a survey questionnaire that

was administered to a sample of College of Teacher Education In-service and Pre-

service language educators. Total Population Sampling was utilized for the In-

service Language educators and stratified random sampling for the Pre-service

language educators. The researchers used Slovin’s formula to get the sample size

for the students. For the results, mean and standard deviation was employed to

determine the competence of the In-service language educators and the Perception

of Pre-service language educators in teacher –student’s relationship, and

correlation analysis was used to find the relationship between the competence and

perception of the In-service and Pre-service language educator in teacher-student’s

relationships.

To answer the problem number one based on the results of this study the level

of competence of in-service language educators they were positive relationship with

verbal description of “Agree”. It had an overall mean of 3.98. In terms of Attitude, in-

service language educator’s response with mean of 3.75 with a standard deviation

of 0.93. In terms of knowledge, in-service language educator’s response with mean

of 3.82 and with standard deviation of 0.817. In terms of self-efficacy in-service

language educator’s response with mean of 4.37 with a standard deviation of 0.61.
 51

For problem number two, the finding in the level of perception of pre-service

language educators were extremely positive relationship with verbal description of

strongly agree. With an overall mean of 4.51. In terms of consistent communication,

pre-service language educator’s response with mean of 4.47 and with standard

deviation of 0.58. In terms of an emotionally safe learning space, pre-service

language educator’s response with mean of 4.48 and with standard deviation of

0.55. In terms of mutual respect, pre-service language educator’s response with

mean of 4.56 and with standard deviation of 0.51.

For the problem number three, the results showed that there was a weak

correlation/ relationship between the competences of in-service and perception of

pre-service language educators in teacher- student’s relationship. The findings of

this study might offer a huge and significant contribution to the University of Sultan

Kudarat, ACCESS Campus, particularly at the College of Teacher Education, to

enhance their competencies in terms of attitude, knowledge, and self-efficacy in

building teacher-student relationships that create an environment that encourages

open communication, trust, and mutual respect. So that students feel more

comfortable expressing their thoughts and seeking help when needed without

feeling trepidation. Similarly, for pre-service language educators at the College of

Teacher Education, their perception had a huge and significant contribution for

teachers to make an adjustment and improvement in their teaching strategies to

provide the best way of teaching towards better learning.

 52

Conclusion

Based on the summary of the findings of the study, the following conclusion are

made:

When educators have a positive attitude, they create an environment that

encourages open communication, trust, and mutual respect. Students’ feel more

comfortable expressing their thoughts and seeking help when needed. When

teachers demonstrate care and support, students are more likely to be motivated to

excel academically. Educators who possess extensive knowledge and the ability to

cope with emotions and stress are better equipped to establish rapport, provide

effective instruction, and address individual student needs. Possessing self-efficacy

in building closeness and coping with conflict is essential for teachers to create a

positive learning environment.

The level of perception in teacher-student’s relationship of the pre-service

language educator with the three (3) dimension such as consistent communication,

an emotionally safe learning space and mutual understanding was a good

combination in which teachers must possess in order to create and build a powerful

teacher-student’s relationship. Furthermore, a positive and professional relationship

between teachers and students is critical in providing a safe environment in which

students may work without feeling rushed and become motivated to learn. To create

secure environments and offer students confidence in their abilities to work without

pressure and become motivated to learn, a decent and professional connection is

essential.

The level of competence of the In-service language educators in terms of

attitude, knowledge and self-efficacy in teacher-student’s relationship has no

 53

significant relationship to the level of perception of the Pre-service language

educators in terms of consistent communication, an emotionally safe learning space

and mutual respect in teacher-student’s relationship because of various

contradictions. Based on the final response to the competence of in-service

language educators in terms of attitude, knowledge, and self-efficacy, there are

some respondents who gave low scores that affect variable number three (3).

Subsequently, the year level of pre-service language educators with different

levels of perception also affects the variable number three (3). Since the researchers

chose first-year, second-year, and third-year students as their respondents, the

researchers assumed that these pre-service language educators at different year

levels have different perceptions that also affect variable number three (3).

Therefore, the researcher suggests selecting one-year level as respondents

in getting the pulse in support the study. However, even though there is no

significant relationship between the two variables, both in-service and pre-service

language educators meet the goal towards better learning. Because they have

similar views in terms of what is the best way of learning and what is the best way

of teaching.
 54

Recommendations

The relationship between teachers and student’s is crucial for a successful

learning environment. Competencies such as attitude, knowledge, and selfefficacy

should be possessed by in-service language educators to develop harmonious

relationships that foster learning and well-being, including behavioral and emotional

changes. On the other hand, perceptions of pre-service language educators such

as consistent communication, an emotionally safe learning space, and mutual

respect are also important to provide teachers with a notion of what the needs of

the students to improve learning academically.

Based on the findings of the research on the teacher-student relationship:

competence of in-service and perception of pre-service language educators, these

are the following recommendations:

1. In-service language educators should focus on enhancing their attitude,

knowledge, and self-efficacy to improve their overall competence, by cultivating

a positive attitude, expanding their knowledge base, and developing a strong

sense of self-efficacy, educators can deliver better learning experience to their

students.

2. Subsequently, the perception of pre-service language educators in terms of

consistent communication, emotionally safe learning space, and mutual respect

are evident that pre-service language educators possessed strong positive

relationship in these areas. Therefore, it is recommended to continue

emphasizing and promoting these qualities in language education. Consistent

communication ensures effective information exchange between educators and

 55

students. Additionally, mutual respect establishes a harmonious relationship,

promoting a healthy learning environment.

3. Moreover, the year level of pre-service language educators with different levels

of perception also affects the variable number three (3). Since the researchers

chose first-year, second-year, and third-year students as their respondents, the

researchers assumed that these pre-service language educators at different

year levels have different perceptions that also affect variable number three (3).

4. For future researchers, conduct a qualitative study through in-depth interviews

focuses on the experiences and perceptions of in-service and pre-service

language educators that could enrich the study.

 56

REFERENCES

A. (2018, February 22). Teacher-Student Relationship. https://www.philippinesba

siceducation.is/2018/02/teacher-studentrelationship.html

Academia.edu. (n.d.). https://vtuin.academia.edu/swathij

Aldrup, K., Carstensen, B., Koller, M. M., and Klusmann, U. (2020). Measuring
Teachers’ Social-Emotional Competence: development and Validation of a
Situational Judgment Test. Front. Psychol. 11:892. doi:
10.3389/fpsyg.2020. 00892

Ang, R. P., Ong, S. H., & Li, X. (2020b). Student Version of the Teacher–Student
Relationship Inventory (S-TSRI): Development, Validation and Invariance.
Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01724

Ansari, A., Hofkens, T. L., and Pianta, R. C. (2020). Teacher-student relationships

across the first seven years of education and adolescent outcomes. J.
Appl. Dev. Psychol. 71:101200. doi: 10.1016/j.appdev.2020.101200

Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., and Ruzek, E. A. (2020).
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom
Instruction and Teacher-child Interactions. Early Educ. Dev. 33, 1–14. doi:
10.1080/10409289.2020.1848301

Aspelin, J., and Jonsson, A. (2019). Relational competence in teacher education.

Concept analysis and report from a pilot study. Teach. Dev. 23, 264–
283. doi: 10.1080/13664530.2019.1570323

Coristine, S., Russo, S., Fitzmorris, R., Beninato, P., & Rivolta, G. (2022)
The importance of student-teacher relationships. Classroom Practice in
2022. Retrieved [date], from
https://ecampusontario.pressbooks.pub/educ5202/chapter/theimportance
ofstudent-teacher-relationships/

Gavoni, P. (2015, June 5). The Art of Effectively Communicating With Students
(and Staff!). Edutopia. https://www.edutopia.org/discussion/arteffectiveyl
rcommunicatingstudentsand-staff

Hanifan, O. (2022). 5 Ways to Establish Effective Communication in the Classroom.

Mentimeter.https://www.mentimeter.com/blog/interactiveclassrooms/5waystoesta
blisheffective-communication-in-the-classroom swathi j | Vishveswarya Technical
University -
 57

Kang, D., Stough, L. M., Yoon, M., & Liew, J. (2021). The structural association
between teacher-student relationships and school engagement:
Dimensions and informants. International Journal of Educational Research
Open, 2, 100072. https://doi.org/10.1016/j.ijedro.2021.100072

Lee, Kim (2020). 4 Timeless Elements of Strong Student-Teacher Relationships

https://www.teachthought.com/technology/student-teacher-relationships

Meador, D. (2019). Strategies for Teachers to Develop Positive Relationships With

Students. ThoughtCo. https://www.thoughtco.com/developpositiverelationships-
with-students3194339

Miller, M. (2021): Relationship-building based on trust and mutual respect.

https://exclusive.multibriefs.com/content/relationship-building-based-ontrust-
andmutualrespect/education

Mrsstrickey. (2022, November 24). A culture of mutual trust and respect supports
effective relationships. Teach With Mrs T. https://www.teachwithmrst.com/post
/a-culture-of-mutualtrust-andrespectsupports-effective-relationships

Paschal, M. J. (2020, May 21). Teacher-Students’ Relationship and Students’

Academic Performance in Public Secondary Schools in Magu.ResearchGate.

Rabo, M. U. (2022). Teacher –Students Relationship as a Tool for Positive

Academic Performance in Nigeria. British Journal of Multidisciplinary and
Advanced Studies, 3(1), 42–53. https://doi.org/10.37745/bjmas.2022.0018

States, J., Detrich, R. & Keyworth, R. (2018). Teacher-student Relationships

Oakland,CA: The Wing Institute. Retrieved from https://www.winginstitute
org/softskillsteacher-studentrelationships

Sword, R. (2022, June 15). Effective Communication in the Classroom: Skills for
Teachers. The Hub | High Speed Training.
https://www.highspeedtraining.co.uk/hub/communication-skills-forteachers/

Sword, R. (2022, June 15). Effective Communication in the Classroom: Skills for
Teachers. The Hub | High Speed Training.
https://www.highspeedtraining.co.uk/hub/communication-skills-forteachers/

Teachmint. (2023). Key Elements of a Strong Teacher Student Relationship.

Teachmint Blogs.https://blog.teachmint.com/key-elements-of-a-
strongteacherstudent-relationship/e
 58

Team, W. (2022, May 20). Stratified Sampling. WallStreetMojo.

https://www.wallstreetmojo.com/stratified-sampling/

Vanner, C. (2022, April 1). The Importance of Student-Teacher Relationships.

Pressbooks.
https://ecampusontario.pressbooks.pub/educ5202/chapter/theimportanceofs
tudentteacherrelationships/#:~:text=A%20student%2Dteacher%20relatio
nship%20in,to%20 become%20stronger%20learners%20everyday.