ARTICLE
Volume 10,Issue 8
9 March 2026
A Study on the Impact of Perceived Teacher Support on English Academic Achievement among Senior Elementary School Students
Yingxin Li ,
Xindi Yang
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1
College of Teacher Education, Hebei Normal University, Shijiazhuang 050024, China,
2
Department of Foreign Language Teaching and Research, Hebei Normal University, Shijiazhuang 050024, China,
JCER 2026 , 10(2), 145–154;
https://doi.org/10.26689/jcer.v10i2.13654
Abstract
This study investigates the impact of perceived teacher support on the English academic achievement of senior elementary school students. A total of 239 fifth-grade students from a primary school in Hebei Province participated in the study. Using a mixed-methods approach that combined quantitative questionnaires and qualitative semi-structured interviews, the research examined the level of students’ perceived teacher support and its relationship with English academic achievement. The findings reveal a significant positive correlation between perceived teacher support and English academic achievement, indicating that higher levels of perceived support are associated with better English performance. Regression analysis further confirmed the positive predictive effect of perceived teacher support on academic achievement. The study underscores the importance of fostering positive teacher-student relationships and offers practical insights for English teaching in primary schools.
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