Exploring the Academic Journey: The Lived Experiences of Senior High School Students on Teacher Support
Keywords:
Teacher support, academic motivation, constructive feedback, inclusive learning, senior high schooAbstract
This qualitative-phenomenological study examined the lived experiences of Senior High School students regarding teacher support in their academic journey. Using a purposive sampling technique, a total of ten Senior High School students participated in in-depth interviews and focused group discussion, providing a comprehensive understanding of their perspectives. Through thematic analysis, key themes emerged, including direct teacher guidance and encouragement, creating an inclusive learning environment, and enhancing academic motivation through teacher influence. Participants emphasized that teachers’ positive reinforcement, clear guidance, and equitable treatment played a crucial role in enhancing their confidence and academic motivation. However, challenges such as inconsistent feedback, lack of personalized attention, and perceived teacher biases were also identified, leading to fluctuations in students’ motivation levels. The study highlights the importance of adaptive teaching methods, timely and constructive feedback, and stronger teacher student relationships in fostering a supportive learning environment.
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