Influence of teacher–student relationships on the academic performance of secondary schools in Addis Ababa, Ethiopia

Abstract Students’ academic performance in Ethiopia at secondary school is influenced by multiple factors. Among these, teacher–student relationships play a significant role in shaping learning outcomes. This study examines the influence of teacher–student relationships on secondary school students’ academic performance to improve the quality of education. A mixed-method research approach was employed. Data were collected from 374 students (grades 9–12) and 23 teachers from three high schools in Addis Ababa. The results indicate that positive teacher–student relationships are associated with improved academic performance, contributing to a supportive learning environment and equitable outcomes for both genders. The findings highlight that a positive teacher–student relationship can improve students’ academic performance and maintain education quality. Teacher–student relationships have a great influence on academic performance and on determining the quality of education.