Student-teacher relationship: A protective factor against school dropout?

Abstract

In Quebec, the dropout rate reaches 30%. Low achievement and a lack of relationships are reported as contributing factors. This study analyses the relationships between the student's commitment, satisfaction, perceived achievement level, attitudes towards teachers, the perceived support and structure provided by teachers and the dropout risk. Participants included 4,312 high school students. Results indicate that for boys, satisfaction and achievement contributed to explaining 18% of the variance whereas for girls, commitment, satisfaction and achievement explained 23% of the variance. Achievement represents a determinant factor while relationships do not contribute to the dropout risk for this sample.

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