Effect of Positive Students’ Teacher Relationship on Students Learning out Comes at Primary Level in Private School in Muzaffarabad

Abstract

The student-teacher relationship plays a vital role in shaping students' academic and emotional development. This study aimed to investigate the effect of positive student-teacher relationships on learning outcomes at the primary level in private schools of Muzaffarabad. A quantitative research design was employed, and data were collected using a structured questionnaire based on a five-point Likert scale. A total of 100 primary-level students participated in the study. The findings revealed that while a majority of students felt comfortable seeking academic help from their teachers, fewer felt consistently encouraged, listened to, or motivated through teacher interaction. These mixed responses suggest variability in the quality of teacher-student relationships. The study concludes that positive relationships with teachers contribute significantly to student learning outcomes, but such relationships need to be strengthened and made more consistent across classrooms. Recommendations include teacher training on relational pedagogy, implementation of student feedback mechanisms, and the promotion of supportive classroom environments to enhance student engagement and performance.