Teacher Support and Academic Performance

 Summary by Ansong et al., (2024)

Teacher support proved pivotal in Ghanaian junior high schools. Ansong et al. found that emotional and academic support directly improved both low- and high-stakes assessments. Bayesian structural modeling revealed indirect gains through homework effort and formative assessments, with girls showing the strongest benefit. Teachers’ empathy, scaffolding, and encouragement cultivated learner responsibility and confidence. Even under resource limitations, supportive communication and consistent follow-up created significant academic uplift. Supportive teacher–student relationships can help close achievement gaps in challenging learning contexts. Teachers who balance warmth and structure improve not just scores but perseverance and self-discipline. Building systems for continuous formative feedback allows teachers to track individual progress more closely. In turn, learners feel seen, guided, and capable—forming a foundation for lifelong academic resilience.

Reference: Ansong, D., et al. (2024). The role of teacher support in students' academic performance in low- and high-stakes assessments. Learning and Individual Differences, 109, 102396. https://doi.org/10.1016/j.lindif.2023.102396
Suggested Citation: Ross & Malar (2025). Teacher Support and Academic Performance. Excellent Educator, 2(21), 2.