Influence of Teacher-Students Relationship on Students’ Language Skills Development in Egor Local Government Area

ABSTRACT The study focused on investigating the influence of the teacher-student relationship on the development of students' language skills in Egor Local Government Area. The research examined how the relationship between teachers and students impacts specific aspects of language skills, including speaking, reading comprehension, writing, and listening. Descriptive survey research design was adopted for the study, and the population comprised twelve public secondary schools in Egor Local Government Area. Using a random sampling technique, a total of 100 senior secondary school students were selected as the sample for the study. Data was collected using a questionnaire designed to elicit responses related to the research questions. The data collected was analyzed using mean scores and percentage statistics, with mean scores of 2.50 and above considered as "Agree," and scores below 2.50 categorized as "Disagree." The findings from the study indicated that positive teacher-student relationships significantly influenced students' language skills development. Based on the results, several recommendations were made, including encouraging students to engage actively with their teachers, and urging teachers to foster a supportive learning environment by providing timely feedback and motivating students. Additionally, school administrators were encouraged to provide professional development programs that focus on enhancing teacher-student rapport. Lastly, future research should explore the long-term effects of teacher-student relationships on language proficiency across different educational contexts.