Interrelationships Among Teacher Care, Students’ Life Skills Development, and Academic Achievement: Implications for School Guidance Work

This is a report of a study examining the interrelationships among teacher care, students’ life skills development, and academic achievement of Hong Kong junior secondary students. Specifically, the study aimed to examine: (a) the relationships between teacher care and the four domains of students’ life skills development, namely academic, personal, social, and career and talent development; (b) the relationship between teacher care and students’ academic achievement; and (c) the student gender difference in the effect of teacher attitudes on students’ life skills development. A cross-sectional survey was conducted to collect data through self-reported questionnaires. Data from a total of 15,113 student questionnaires and 635 teacher questionnaires were collected successfully from 86 secondary schools. Findings indicated that teacher care is a significant factor contributing to all domains of students’ life skills development and to their academic achievement. Comparing the student gender difference on the influence of teacher care, findings reflected that the impact of teacher care on male junior secondary students is less significant. This article reports these findings with practical implications for school counseling professionals, teacher educators, and school administrators.