Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 3 (2025)

Teacher-Student Interactions on Motivation of Learners in a School in Gumaca, Quezon

Gian Paolo Dapilos | Maria Celerina Oreta | Melchor Espiritu | Donata Cadag

Discipline: Education

 

Abstract:

The purpose of this study was to investigate the teacher-student interaction and its impact on the motivation of selected intermediate learners in a school in Gumaca, Quezon. The respondents' profiles were examined, as well as the interaction on the motivation of learners. To achieve the researcher's purpose, a questionnaire was employed to establish the respondents' profiles and assess the interaction on the motivation of learners. This included 30 learners and 30 teachers from a private school in Gumaca, Quezon. The descriptive design focused on the primary source of data and information. The results indicated that the majority of the respondents are 11-13 years old, predominantly female students, and 21-23 years old, predominantly female teachers. According to the results of the Kruskal-Wallis test, the null hypothesis was accepted, indicating no significant difference in the effects of teacher-student interaction on learner motivation, trust, respect, and cooperation when respondents are grouped by age, sex, and grade level. Based on the findings of the study, the following suggestions are made. Parents should create a nurturing home environment that promotes a positive attitude towards school, fostering self-respect and responsibility. Teachers may build trust-based relationships with their students by being approachable, supportive, and consistent. Future Researchers may explore the long-term effects of teacher-student interactions on motivation, including trust, respect, and cooperation.



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