Date of Completion

2025

Document Type

Research Project

Degree Name

Grade 12

Keywords

Mental Health, Interactions

Abstract

A descriptive case study approach was utilized to investigate the impact of studentteacher interactions on the academic success and mental well-being of Grade 12 students at De La Salle Medical and Health Sciences Institute Senior High School. Using Bandura’s social cognitive theory, the researchers assessed the various challenges students faced in their academic environment and how interactions with teachers shaped their outcomes. Semi-structured interviews provided qualitative data that revealed the significance of personal, emotional, and academic-related interactions in fostering student motivation and success. The findings highlighted that positive student-teacher interactions, characterized by open communication, empathy, and mutual respect, significantly contributed to students’ academic achievements and mental well-being. Specifically, supportive relationships enabled students to feel understood and motivated, promoting active engagement and critical thinking in the classroom. Teachers’ traits, such as being approachable, considerate, and good listeners, played a crucial role in creating a conducive learning environment. Connections between students and teachers extended beyond academic success to enhance students’ overall well-being. Emotional validation, a sense of belonging, and a safe environment for expression were identified as key factors that contributed to students’ social and emotional development. Conversely, strained or weak interactions led to emotional distress, reduced academic engagement, and increased anxiety, which hindered students’ overall performance and well-being. This research provides valuable insights into the dynamics of student-teacher relationships and underscored the importance of fostering positive connections within the educational system. Schools could provide a supportive atmosphere that fosters students' overall development in addition to academic achievement by implementing teacher training, mentoring programs, open lines of communication, inclusive teaching practices, and mental health service.

First Advisor

Nikka Mae R. Mojica

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