THE EQUITY EQUATION: TEACHER STUDENT SUPPORT AND INSTITUTIONAL KEYS TO ACHIEVEMENT

Abstract

This study investigates the combined impact of teacher student relationships and institutional factors on academic success and confidence among university students in Punjab, Pakistan. While individual aptitude is a key contributor, this research highlights how the broader educational environment, including teacher student support, physical infrastructure, curriculum relevance, and Teacher expectations, significantly shapes a student's academic journey. A quantitative study was conducted using an online survey with 300 university students. Descriptive analysis revealed that students generally hold a positive view of Teacher student support and institutional resources, though there is perceived room for improvement, particularly regarding curriculum relevance and the classroom environment. Correlation analysis showed a significant positive relationship between Teacher student support and academic success (r = 0.61, p < 0.01), as well as between institutional factors and academic confidence (r = 0.42, p < 0.01). These findings underscore the crucial role of both Teacher networks and institutional quality in fostering equitable learning environments. The study recommends several strategic interventions to boost student motivation and achievement, including revising the curriculum to ensure relevance, distributing resources more equitably, developing Teacher training programs, organizing structured Teacher student support initiatives.