Abstract
This study examined the extent of teachers’ support and its relationship to learners’ academic performance in public secondary schools. Specifically, it investigated teachers’ emotional, informational, and instrumental support as perceived by learners and analyzed differences across age, sex, grade level, and average monthly family income. The study also explored whether teachers’ support significantly influenced learners’ academic performance. The data needed for this study were collected from 182 respondents using a 30-item questionnaire that has undergone validity and reliability testing. The findings revealed that teachers consistently provided support to a great extent across all domains. Emotional support was perceived as strong overall, though learners reported lower comfort in sharing academic concerns. Informational support was likewise rated highly, with test preparation guidance identified as the weakest area. Instrumental support was generally strong, but parental involvement was rated lowest, highlighting the need for improved home–school collaboration. Learners’ academic performance was uniformly interpreted as very satisfactory. Statistical analyses showed no significant differences in emotional and informational support across groups, while instrumental support differed significantly by family income, with lower-income learners perceiving greater assistance. There was no significant relationship between the extent of teachers’ support and learners’ academic performance. These results suggest that while teacher support is consistently high, its direct impact on performance may be mediated by other factors such as learner motivation, study habits, and external influences. Strengthening parental engagement, enhancing test preparation guidance, and fostering safe spaces for academic concerns are recommended to further optimize support.
Keywords: Teachers’ support, emotional support, informational support, instrumental support, academic performance, parental engagement, secondary education