Teacher-Student relationship on Students’ Performance in English in Public Sub County Secondary Schools in Keiyo North Kenya
The study investigated teacher-student relationship influence Students’ Performance in English Language in Public Sub County Secondary Schools in Keiyo North Kenya. The study was guided by social constructivist theory. Causal comparative research design was used. The target population were all teachers of English and students in Keiyo North Sub County secondary schools. A simple size of 28 teachers of English and 327 students was obtained using Krejcie & Morgan (1970), the researcher used multistage sampling technique. The research instruments used were; questionnaire, observation schedule, and document analysis. To determine validity, experts were consulted and for reliability, test-retest will be used. Data was analyzed by use of frequencies, percentages, mean scores, and standard deviations. To test hypotheses, ANOVA was employed. The findings showed that Disruptive conduct negatively impacts students’ language performance and academic success. Small class sizes enable deeper engagement, leading to improved outcomes in the English language. The study concluded that classroom management practices and interactive approaches, such as open-ended questions and role-playing, also contribute to better learning outcomes improved English performance. Teachers should optimize environmental factors, implement innovative teaching strategies, and foster positive relationships to maximize student learning potential. Students should promote unity, collaboration, and focus on set goals to create an effective learning environment.
Key words: Teacher-Student relationship; Students’ Performance in English
