Students’ Perception on Teachers’ Emotional Support and its Influence on Academic Emotional Well-Being in Seri Insan Borneo Secondary School
List of Authors
Chassye John, Siti Kausar Zakaria
Keyword
Perception, Emotional support, Academic emotional well beings
Abstract
In recent years, a decline in academic performance among secondary school students at Seri Insan Borneo School in Kota Kinabalu has raised concerns about overlooked factors that may affect learning outcomes particularly students' emotional well-being. Emotional support from teachers, though often undervalued, is increasingly recognized as a key factor influencing students' academic emotions and engagement. The purpose of this study was to investigate the relationship between teacher emotional support and students’ academic emotional well-being, based on the perceptions of secondary school students. A mixed-methods research design was employed to provide a comprehensive understanding of the issue. Quantitative data were collected through a validated questionnaire (My Teacher Questionnaire) administered to 80 secondary school students selected via stratified random sampling across Forms 1 to 5. Qualitative data were gathered through semi-structured interviews with five students to capture deeper insights into their lived experiences with teacher support. Findings from the quantitative analysis revealed a statistically significant but modest positive correlation (r = 0.451, p < 0.05) between teacher support and students' academic emotions. Students consistently reported high levels of satisfaction with teachers who demonstrated attentiveness, provided encouragement, and offered clear explanations. Qualitative analysis further revealed that teacher support fostered motivation, emotional resilience, and self-confidence, while a lack of support often led to disengagement, anxiety, and academic frustration. The study’s findings have several important implications. For educators, the results underscore the need to adopt emotionally supportive teaching strategies that go beyond academic instruction. For school administrators and policymakers especially within the Ministry of Education, this research offers evidence supporting the integration of emotional well-being into teacher training programs and curriculum development, particularly in underrepresented regions like Sabah. This study contributes novel insights to the field of educational research in East Malaysia and highlights the critical role of emotional support in shaping students’ academic journeys.