Influеncе of Tеachеr-Studеnt Intеraction on Sеlf-Еstееm and Social Compеtеncе Among Sеcondary School Studеnts in Public Sеcondary Schools in Sapele Local Govеrnmеnt Arеa of Dеlta Statе

Abstract

This study examined the influence of teacher–student interaction on self-esteem and social competence among secondary school students in Sapele Local Government Area of Delta State, Nigeria, A correlational research design was adopted to determine the nature and strength of these relationships. The study population comprised of 38,940 secondary school students, from which a simple random sample of 390 participants was drawn. Data were collected using a validated and reliable questionnaire instrument, with internal consistency established through Cronbach’s alpha statistics. Data analysis involved the use of Pearson Product Moment Correlation, linear regression, and multiple regression analyses at a 0.05 level of significance. Findings revealed that teacher–student interaction significantly and positively related to students’ self-esteem and social competence. Additionally, a significant joint influence of teacher–student interaction on both self-esteem and social competence was established. The study concludes that nurturing, empathetic, and dialogic teacher–student interactions enhance students’ emotional resilience, confidence, and social adaptability. It is, therefore, recommended that teachers adopt positive interpersonal strategies such as active listening, empathic communication, constructive feedback, and recognition of students’ efforts to foster holistic learner development and socio-emotional well-being within the school environment.