02777nam a22003017a 4500003000400000005001700004008004100021040005900062100003700121245016700158260006600325300005400391336002100445337002500466338002300491504004100514520152800555521001002083541006102093546002002154650003402174650004602208650007502254700003702329700003202366700003702398700004002435OSt20260410104821.0260408b        |||||||| |||| 00| 0 eng d  aUniversity of Cebu-BaniladcUniversity of Cebu-Banilad  aBorbon, Ma. Chezkha V.,eauthor.  aTeacher-student relationship in a University /cby Ma. Chezkha V. Borbon, Jackelyn A. Alcantara, Renafel A. Codoy, Marsha Mae L. Donaire, Natsha Nicole L. Lucero.  aCebu City, Philippines :bUniversity of Cebu-Banilad,cc2025.  axii, 117 pages :bcolored illustrations ;c28 cm.  2rdacontentatext  2rdamediaaunmediated  2rdacarrieravolume  aIncludes bibliographical references.  a"This research study. Teacher-student Relationships in a University, presents valuable information that guides classroom teachers in developing and maintaining healthy relationships with their students. The results, analysis, and interpretation describe significant themes that developed regarding teacher-student solid relationships and specific components of the interactions considered essential for the student's learning environment. The research considers emotional support and social development an essential aspect of the teacher-student relationship.

This study aims to determine the correlation between the teacher-student relationship in a university. It used a descriptive correlational research design and a researcher-made questionnaire tool to gather the data. A purposive sampling approach was used to deliberately select from the eighty-four (84) respondents of Bachelor of Elementary Education [BEED] students. The statistical tools used were frequency, percentage, weighted mean, and chi-square.
The study shows that most respondents were female, aged 20-21, and third-year Bachelor of Elementary Education [BEED] students. Based on the findings, the social development aspect received an excellent rating, which fundamentally means that the teacher-student relationship is highly manifested. Furthermore, there was no significant relationship between the respondents' profile and their responses to the perceived teacher-student relationship. Thus, a weekly review program may be proposed." —Abstract  aAdult  xMindajao, LynieyCollege of Teacher EducationzEducation  aText in English  aTeacher-student relationship.  aBachelor of Elementary Education [BEED].   aDescriptive correlational research designzUniversity of Cebu-Banilad.  aAlcantara, Jackelyn A.,eauthor.  aCodoy, Renafel A.,eauthor.  aDonaire, Marsha Mae L.,eauthor.  aLucero, Natasha Nicole L.,eauthor.