Reason For Dropout

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The main variable in the classroom is not the student, but the teacher. The teacher’s expectations for themselves are higher than their expectations for their student. They recognize the need for a significant interaction with their students because being able to connect emotionally allows them to influence the minds of their students (Buyse, Verschueren, Verachtert, & Van Damme, 2009). Whitetaker (2004) stated that the most important point of contact in a student’s life including their success is of the teacher’s. Researchers have debated and hesitated on what constitutes student success as it could be an entity of numerous student outcomes that is specific to educational experiences. The proliferation of studies identifying its constructs…show more content…
Moreover, the country’s cohort survival rate in high school is 78.21% and the completion rate is 74.81%. The mean achievement rate of 4th year high school pupils on the other hand is 68.88%. According to the Philippine Institute for Development Studies (2010), the primary reason for dropout is lack of personal interest. This particular reason is complex and may be due to several reasons. One of them is a result of demand and supply-side issues such as frustrations in school because students are unable to cope with lessons due to poor school…show more content…
According to Stipek (2002), a correlation has been found with children who are not doing well academically and their poor relationship with their teachers. Having been constantly reprimanded in class could begin a negative association between the two. On the contrary, those who have a nurturing relationship with their teachers have better attitudes with academics and performance. Tyler & Boelter (2008) affirmed this association between a positive student-teacher relationship and high academic gain whereas a negative relationship could result in decreased academic performance. Moreover, Walker Tileston (2004) stated that the classroom environment especially that of the teacher’s influences their act of cheating during exams, their decision on dropping out and the decline of the student’s motivation and academic success. It was also concluded that the nature of their relationship and the student’s perception of teacher’s caring, support and competence are influences to the students. Therefore, students who have difficulty forming supportive relationships with teachers are at greater risk of school failure (Stipek, 2002; Walker Tileston,

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