Teacher-student relationship and adjustment outcomes among adolescents with learning disabilities in public secondary schools in Ibadan north-central, Nigeria

Abstract

Teacher-student relationships are an important factor in adolescents' social and psychological development. Adolescents with learning disabilities may need additional emotional and instructional support in the school setting. Although inclusive education is slowly taking root in Nigeria, adjustment problems faced by adolescents with learning disabilities remain a source of concern. The study investigated the influence of the teacher-student relationship on the social and psychological adjustment of adolescents with learning disabilities in public secondary schools in Ibadan North Central Local Government Area of Oyo State, Nigeria. A descriptive survey design was adopted. The study population was adolescents with learning disabilities in selected public secondary schools, and a sample of 607 respondents was selected using a multistage sampling technique. The study identified learners with learning disabilities in the selected public secondary schools, but the methodology should report the specific identification or screening procedure. The researcher gathered data using a structured questionnaire validated by specialists in Educational Psychology and Special Education. Adolescents participated and completed the questionnaire. It included measures of the teacher-student relationship and adjustment outcomes, such as social and psychological adjustment. Reliability was established using Cronbach's alpha, but alpha coefficients for individual subscales should be reported. Data were analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis at the .05 level of significance. The results indicated significant positive relationships between classroom management and social adjustment (r = .315, p < .001) and between teachers' communication skills and social adjustment (r = .194, p < .001). Teachers' social competence was not significantly related to social adjustment (r = -.025, p = .531). Teachers' communication skills were significantly associated with psychological adjustment (r = .359, p < .001), whereas emotional intelligence was not significantly associated with psychological adjustment (r = .031, p = .442). The overall regression model was statistically significant (R = .641, R2 = .411, Adjusted R2 = .405, F = 69.641, p < .001), indicating that the predictor variables explained 41.1% of the variance in the reported adjustment outcomes. Findings suggest that some dimensions of the teacher-student relationship, especially classroom management and teacher communication skills, are related to adjustment outcomes among adolescents with learning disabilities. The study recommends enhancing teachers' classroom management, communication, and learner-centered instructional practices to facilitate the social and psychological adjustment of adolescents with learning disabilities.