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Pedagogy, Volume 91, Number 3, 2019, ISSN 1314–8540 (Online)
ISSN 0861–3982 (Print)
1
Pedagogy, Volume 91, Number 3, 2019 Педагогика
Innovation for Education
Иновации за образование
THE EFFECTS OF STUDENT-TEACHER
AND STUDENT-STUDENT RELATIONSHIP
ON SCHOOL ENGAGEMENT: AN
EMPIRICAL RESEARCH IN BULGARIA
Petar Valkov, Elena Lavrentsova
Trakia University – Stara Zagora
Abstract. School dropout is an important social and economic problem that
affects society as a whole and is strongly tied to family psychopathology, individual
characteristics and school related factors. Studies show that conflicting teacher-
student and student-student relationships are closely related to students’ decision to
drop out of school. The aim of this study was to examine the effects of teacher-student
and student-student relationships, as perceived by students, on willingness to attend
school, academic achievement, and prosocial behaviours. The sample consisted of
152 students (53,3% male and 46,7% female) who are studying in low secondary
schools, including Roma schools. Results from statistical analysis support the
significance of student-students and student-teacher positive relationship as an
important factor for school engagement. In conclusion, supportive and caring teacher-
student relationships and conflict free peer relationships are related to increased
school engagement, motivation for learning, and academic performance. In contrary,
children who experience lower quality relationships with teachers and peers (feel
rejected or socially excluded) tend to become dissatisfied with school and are at a
higher risk for dropping out.
Keywords: school dropout; teacher-student relationship; conflicts; academic
performance; peer relationships; school engagement
Introduction
School dropout is an important social and economic problem that affects the entire
society. Despite the increasing social significance of education, multiple studies have
shown that many children (up to 12.7%) leave the education system prematurely in
Pedagogy, Volume 91, Number 3, 2019
2
Bulgaria1) (Fig. 1). Compared to the rest of the EU countries, Bulgaria reports the
earliest average age of dropouts with a low level of education: it is as low as 14.3
years, i.e. almost 2 years before reaching the end of compulsory school age (Zahariev,
et. al, 2013).
Figure 1. Early leavers from education and training.
Percentage of the population aged 18 – 24 with at most lower secondary
education and not in further education or training2)
Few studies have examined the predictors of dropping out of school and their data
have been analysed. Research shows that school dropout is strongly tied to family
psychopathology, individual characteristics and school related factors. Studies also
show that conflicting relationships between teacher-student and student-student are
closely related to students’ decision to drop out of school (Göksoy & Argon, 2016;
Chirtes, 2010). Conflicts with teachers were reported by dropouts as one of the
reasons motivating their decision to leave the school before reaching the end of
compulsory school age.
Dropping out of school is not purely an academic issue and has important
implications with respect to various social, economic, and health outcomes.
Compared to high school graduates, high school dropouts are in higher risk for job
instability (Day and Newburger, 2002), economic hardship (Chapman et al., 2010),
mental health problems and chronic health conditions such as asthma, diabetes, and
Pedagogy, Volume 91, Number3, 2019
3
heart disease (Muennig et al., 2010; Vaughn et al., 2014). Research also has
highlighted the relationship between school dropout and criminal behaviour
including violence, assault, and drug-related crime (Maynard et al., 2015; Olate et
al., 2012; Vaughn et al., 2015, 2014). Of particular relevance to this study, numerous
studies suggest that individuals who drop out of high school may face higher risk for
problems related to use of tobacco, alcohol, marijuana, and other illicit drugs
(Bachman et al., 2008; Maynard et al., 2015; Townsend et al., 2007). While it is
generally acknowledged that school dropout can lead to substance use, the
contributory role of substance use in the pathway to dropout is less recognized than
other risk factors. The ongoing discussion of the question “What comes first:
substance use or school dropout” suggests undoubtedly that the association between
substance use and school dropout is bidirectional (Valkov, 2018).
The reasons children drop out of school are usually multiple and complex and can
be classified into four groups: personal-related, school-related, family-related and
community-related. Although there is rarely one single factor (or event) leading to
dropping out, the risk increases if several factors coexist for a longer period of time
(Charmaraman & Hall, 2011).
The factors identified under personal-related cluster include but not limited to:
cognitive and non-cognitive characteristics of students (persistence, motivation, self-
esteem), entering adolescence, which involves a complex redefinition of their
personalities, student’s anxiety depression and will, that includes personal choice and
decision to leave school (Erikson, 1968; Blos, 1988; Gazelle, 2006; Fortin, et. al.,
2004).
School-related factors consist of high level of racial or ethnic discrimination of
students, school phobia, school violence, conflicts (with teachers, peers), negative
attitude of the teachers, failure in individual subjects, low motivation of certain
teachers to interact with students, poor quality of teaching, deficit of learning and
emotional support and lack of positive teacher-student relationships (Teneva, 2018;
Simić & Krstić, 2017). The unsatisfactory relationships with teachers and negative
climate in the classroom are among the main causes for dropping out of school (Fortin
et al., 2013), particularly for boys (Lessard, et al., 2004).
Family-related factors include excessive consumption of alcohol by the parents,
parents’ lack of interest, divorce, concubinage, domestic violence, siblings dropping
out and chronic illness, including mental disorders within the family (Chirtes, 2010,
Ajaja, 2012, Farahati, et. al., 2003) ). The parents’ low level of education may also
lead to a low family support for education and low motivation in student to attend
school (ibid).
Community-related factors for school dropout consist of living in rural areas,
especially in small and remote localities, unemployment among the adults in the
family, leading to unsatisfactory social, and housing conditions, the limited cultural
and educational opportunities, as well as the lack of convenient transportation.
Marginalized urban neighbourhoods also generate conditions that can lead to school
Pedagogy, Volume 91, Number 3, 2019
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dropout (Lavrentsova & Valkov, 2017). They are characterized often by low income
and risk environment in socio-cultural terms: social isolation, close ties with the
criminal world and widespread substance abuse (alcohol, drugs) and socialization
with peers with low motivation for education and early school leavers.
The research shows that positive relationships with peers, sense of belonging, lack
of peer violence, as well as participation in extra academic activities and different
kinds of dialogue in the classroom and school are related to lower rate of school
dropout (Simić & Krstić, 2017; Erktin et. al, 2010; Fortin et al., 2013; Pooley et
al.,2008).
This study is part of a university scientific project investigating the problem of
school dropout in Bulgaria, district of Stara Zagora. This research aimed at examining
the effects of teacher-student and student-student relationships, as perceived by the
students, on willingness to attend school, academic achievement, and prosocial
behaviours. It was hypothesised that conflicting relationships between teachers and
students and their peers are closely related to one`s decision to drop out.
Method
This research study was an attempt to identify the risk factors that lead to student
dropout, as seen from the students’ perspective. For this purpose, a questionnaire was
developed, assessing students’ views about various aspects of school, family, health
and important relationships in their life. The questionnaire includes demographic
information, socio-economic status, questions about student-teacher and
studentstudent relationships, participation in extracurricular activities and questions
about the reasons for dropout.
Data analysis included statistical processing of empirical data using SPSS.V.
18.0, descriptive statistics and cross-tabs.
Participants
The sample is comprised of 152 students (81 male and 71 female) who are
studying mostly in low secondary schools, attending different schools in Stara Zagora
region. The participants were recruited from city and village schools, including the
so-called segregated Roma schools.
Demographic Characteristics
The distribution of respondents by ethnic group is shown in Table I. It should be
noted that the majority of those respondents who choose the “other” option in terms
of their ethnicity are representatives of a specific sub-group “Turkish Roma” (Roma
who identify themselves as Turks). Thus, it is no coincidence that their answers are
similar to those of Roma children.
Table 1. Ethnic background
Ethnicity
Frequency
Percent
Valid Percent
Cumulative
Percent
Valid
Roma
72
47,4
48,0
48,0
Pedagogy, Volume 91, Number3, 2019
5
Bulgarian
62
40,8
41,3
89,3
Other
16
10,5
10,7
100,0
Total
150
98,7
100,0
Missing
System
2
1,3
Total
152
100,0
Ethical approval and consent to participate
All data was managed in a way that ensures confidentiality and privacy. The study
was approved by the Regional Department of Education – Stara Zagora and was
conducted under their written permission. The survey of students at school required
a written consent from the parents of participants. The teachers and parents were
informed that the data of this study will be used for scientific and educational
purposes only.
Results and discussion
The research question “Do you enjoy going to school” indicates that 86,8% of
students enjoy going to school while 13,2% of the sample don’t enjoy school, are
indifferent or annoyed from it (Fig.2). The results show that the greater part of
students who enjoy going to school are those who don’t have or rarely have conflicts
with peers and teachers. Most students, no matter of their ethnic background are
motivated to go to school and want to feel engaged at school. They want a teacher
who greets them by name, as well as reassurance that what they are learning matters
and is actually going to improve their life for the better. When this doesn’t happen,
the kids find their own motivation for coming to school: to get free meal, to connect
with friends, etc. Perhaps the most important finding in research concerning dropout
prevention, attendance and student engagement is that students enjoy most going to
school when teachers care about them, respect and support them (Benard, 2004;
Wimberly, 2002).
Pedagogy, Volume 91, Number 3, 2019
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Figure 2. Do you enjoy going to school?
For the question “Do you have absences from school?” 33,6% of students
answered they don’t have absences, 58% of them are rarely absent from school while
7,9% of respondents are often absent from school (Fig. 3). The results show no
significant difference between sexes regarding the school absenteeism. As many as
61.7% of boys and 54.9% of girls are rarely absent from school. At the same time
11.26% of girls and 4.9% of boys responded they are often absent from school. The
percentage of those who don’t have absences is equally distributed between the sexes.
Overall the proportion of early school leavers in 2017 in the EU-28 was 3.2
percentage points higher for boys (12.1%) than for girls (8.9%) 5). Nearly all EU
Member States reported a higher proportion of early leavers for boys than for girls.
However, in Bulgaria the proportion of early school leavers is 1.5% higher for girls
than for boys. Reasons for school absenteeism varied and are described in the next
question. The results of this study show that students with higher rate of absenteeism
are those who are more likely to have conflicts with teachers and peers. However, it
is not clear if the conflicts with teachers are a consequence or a cause for school
absenteeism. Another finding suggests that absence rates were highest for Roma
ethnic groups and the amount of absentees increases with age.
Pedagogy, Volume 91, Number3, 2019
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Figure 3. Do you have absences from school?
On question No 13 “What are the reasons for being absent in school?” 17.8% of
students answered they are absent in school because of family reasons, 61% - because
of illness, 2.7 % - because they have to work, 2% because of conflicts with
classmates, and 13.4% – due to other reasons (Fig. 4). The family reasons, related to
school non-attendance include excessive consumption of alcohol by the parents,
frequent home relocations, divorce, poverty, lack of child supervision, domestic
violence, siblings` history of dropout and chronic illness in the family. It should be
noted that students who are chronically absent with no excuse are at higher risk for
having more serious behavioural issues such as violence, substance abuse and
involvement in criminal activity (Valkov, 2018). Particular attention must be paid to
the relationship between school truancy and the dropout rate.
Pedagogy, Volume 91, Number 3, 2019
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Figure 4. What are the reasons for being absent in school?
Regarding participation in extracurricular forms of work (question 16), the data
show that 57.8% of the students are involved in some extracurricular activity while
the remaining 42.1% don’t participate in any extracurricular activity. Here are some
very worrying trends can be highlighted. Firstly, the great number of students who
are not active in extracurricular activities. Secondly, the extremely low number of
respondents who participated in the social-psychological trainings or counselling (3
persons in total, 2 of which are of Roma origin). This is the group that has the highest
dropout risk because, for obvious reasons, they are less involved in the school life
and fail to develop enough trust and interest in the school community. Unfortunately,
extracurricular activities remain mostly unrecognized as a resource for dropout
prevention in Bulgaria.
Question 18 analyses student-student relationships. The data shows that 33.5% of
students declared they have no conflicts with classmates while the greater number of
respondents (66.5%) answered they have sometimes or oft conflicts with their
classmates due to exclusion, lack of understanding and bullying. Hostile or rejecting
interactions with peers erode feelings of belonging. Research shows that hostility or
rejection from classmates erodes feelings of belonging and contributes to adolescents
feeling lonely and alienated (Guay et al., 1999) as well as increases anxiety and
distress in students’ life (La Greca & Lopez, 1998). Peer rejection has been associated
with indifference and losses in academic motivation and performance (Buhs, Ladd &
Herald, 2006).
Pedagogy, Volume 91, Number3, 2019
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Quality of the teacher-student relationship has a significant impact on the
student’s school adjustment and on their decision to stay or drop out (Shadreck,
2013). The answers on question 19 indicate how participants perceive teacherstudent
relationship as related to dropping out. Overall most of the students don’t have any
conflicts with teachers (73.6% of respondents) while 26.4% of them responded that
they have conflicts with their teachers. As Stearns and Glennie (2006) have pointed
out, factors internal to the school, such as disciplinary policies or conflicts with
students or teachers, might increase the risk for drop out.
The question 24 required students to indicate the causes for yearly school leaving.
Students believe school dropout is a result of a low interest in learning (almost 37%
of respondents have chosen this option). Another common reason stems from the
serious difficulties in learning (23% of the total). A more significant difference is
evident in this case, when the reason for early school leaving is related to the attitudes
to early marriage (10.5%) - such an opinion is shared mainly by the respondents of
the minority origin (12 Roma students in comparison with 4 of the Bulgarian
ethnicity), which is in line with the cultural-specific prerequisites for school dropout.
The Roma tradition of bride kidnapping puts young women at higher risk for school
dropout. Kidnapping has been seen as a way to avoid a bride price or a way for a girl
to marry a boy she likes, but the parents disapprove of (Pamporov, 2006).
Table 2. Causes of dropout from students’ perspective
Cause
Views (in percentage %)
Low interest in learning
37%
Serious difficulties in learning
23%
Lack of support from parents
13,1%
Problems with teachers
12,5%
Problems with classmates
11,8%
Health problems
11,1%
Attitudes to early marriage
10,52%
Financial difficulties
10,5%
Problems with drugs/alcohol use
5,26
The findings above are consistent with the previous studies of Simić & Krstić
(2017) and Fortin et al. (2013), who found that conflicts (with teachers, school
mates), lack of positive teacher-student relationships and negative climate in the
classroom are among the main causes for dropping out of school. On the contrary,
positive relationships with peers and teachers, the sense of belonging, absence of peer
bullying, as well as participation in extracurricular activities and different kinds of
dialogue in the classroom and school are related to lower incidence of dropping out
of the educational system.
Pedagogy, Volume 91, Number 3, 2019
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The student engagement in school life and extracurricular activities is not only a
predictor of student retention and graduation from high school, it might serve as a
protective factor that buffers adolescents from deviant behaviours, including
substance use, delinquency, and risky sexual behaviour.
Limitations
While this study has its strengths, there are certain factors that are difficult to
account for when using а survey. We have not been able to test the specific
mechanisms that potentially link school dropout to conflicting relationships with
peers and teachers, and this will be an important dimension for future studies to
address.
Another limitation is related to the sample size. The number of subjects in the total
sample was limited to 152 students and the research was conducted on a relatively
small sample of schools. A future study with a larger sample is needed in order to
check the findings of this study. The participation of a greater number of students and
teachers from different schools in more regions in Bulgaria would lead to a more
thorough understanding of the impact of school factors on dropout risk.
Conclusion
Dropping out of school is only the end of the more general process of school
disengagement, a process that typically begins earlier in school years. Findings
indicate that the promotion of family involvement and positive school and social
behaviours can reduce the risk for school dropout.
In Bulgaria, the focus on school dropout has been put mainly on the students and
their families and how they contribute to this phenomenon. However, school dropout
is rather a social problem where the teacher and peer contribution deserves to be
better investigated.
Positive relationships with teachers and peers, good climate at school and
involvement in extracurricular activities are important protective factors that prevent
school dropout.
In conclusion, supportive and caring teacher-student relationships and conflict
free peer relationships are related to increased school engagement, motivation for
learning, and academic performance. In contrary, children who experience lower
quality relationships with teachers and peers, who feel rejected or socially excluded
tend to become dissatisfied from school and are at a higher risk for dropping out of
school.
The implementation of conflict resolution programs can be used for reducing
school dropout in secondary education.
Pedagogy, Volume 91, Number3, 2019
11
NOTES
1. European Commission, Eurostat. (2015). Early leavers from education and training,
retrieved from: http://ec.europa.eu/eurostat/tgm/table.do;jsessionid=3
vwI7ypm42fhJhswnu2p3hW_qNEoUaHZAQbTRw8JJcNOQfMA0bQG!1007
687445?tab=table&plugin=0&language=en&pcode=t2020_40
2. Data for EU, EEA, Switzerland and Turkey (2017), retrieved from
http://ec.europa.eu/eurostat/ Copyright 2018 by EuroGeographics Association for the
administrative boundaries.
3. European Commission, Eurostat (2018). Early leavers from education and training,
retrieved on 6.November 2018 from: https://ec.europa.eu/ eurostat/statistics-
explained/index.php/Early_leavers_from_education_and_ training#Analysis_by_sex
4. Zachariev, B., Yordanov, I., Delcheva, Y. (2013). “Lost Future? A research of the
phenomenon of children left outside of the school system”, Sofia, United Nations
Children’s Fund (UNICEF).
5. Lavrentsova, E., Valkov, P. (2017). Labor et Education, No 5, 107 – 124.
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Dr. Petar Valkov, Assist. Prof.
Dr. Elena Lavrentsova, Assoc. Prof.
Faculty of Education
Trakia University
Stara Zagora, Bulgaria
E-mail: petervilkov@gmail.com
E-mail: elenavit@abv.bg
