Factors affecting student-teacher relationship in a private university of technology in Taiwan

Several factors may lead to students’ lack of interest in the process of learning in universities. Poor interest can undermine learning motivation of students, thereby increasing the risk of dropping out. It is essential that the tutors are able to receive the first-hand information, and are responsible for guiding students through the college experience. Tutoring is beneficial in supporting and enhancing students’ motivation and academic performance. A good relationship between students and teachers can predict social, behavioral and academic outcomes throughout the learning period. This study analyzed data in the ‘Class Tutors and Students’ Relationship Questionnaire (CTSRQ)’ collected by the Center of Students’ Development, and Grade Point Average (GPA) records (4,782) in the Office of Academic Affairs of the case university. We carried out reliability and validity analysis of the questionnaire, basic statistical analysis, correlation, chi-squared test, ANOVA, Post-Hoc test, and regression analysis. The results showed that gender, grade, and college were significant factors affecting the student-teacher relationship in the university. The correlation analysis showed that the score of the student-teacher relationship and the GPA had a positive relation. The stepwise regression analysis indicated that male freshmen needed teacher’s initiative for a higher degree of concern and communication, while juniors showed more anxieties about internship opportunities and career. Also, the study indicated that tutors needed attributes like good communication, a higher degree of concern, understanding, and access, and willingness to help in solving students’ problems. Findings in the present study may help teachers in improving class management; enhance students’ learning performance and satisfaction, thus resulting in higher retention rates in the university.