The Correlation between Teacher Support and Academic Success of Hearing Impaired Learners in Primary School

Abstract

This study examined the relationship between teacher support and academic success among hearing-impaired students in selected elementary schools in Davao Oriental, Philippines. Using a quantitative, descriptive-correlational research design, the study involved 102 teacher respondents from public and private schools offering inclusive or special education (SPED) programs. Data were collected using adapted survey questionnaires measuring teacher support in terms of teacher-student relationship, emotional support and availability, and teacher perception. Academic success was assessed through self-perceived academic competence, academic challenges, and academic support-seeking behavior. The instrument underwent expert validation and pilot testing, yielding high reliability coefficients (α = 0.87 for teacher support; α = 0.84 for academic success). Pearson’s Product-Moment Correlation was employed to analyze the results. Findings revealed that hearing-impaired students generally experienced very high levels of teacher support, especially in relational and emotional aspects. Teachers also expressed confidence in their students’ academic potential. However, instructional challenges persisted in terms of pacing, communication, and the use of visual aids. Surprisingly, the correlation between teacher support and academic success was weak and statistically non-significant (r = 0.005), indicating that other contextual or instructional factors may have influenced student outcomes. The study affirmed the role of emotionally supportive teacher-student relationships but emphasized the need for enhanced teacher training, inclusive pedagogical strategies, and systemic support. It recommended institutional reforms in teacher preparation, curriculum design, and provision of tailored resources to support the needs of hearing-impaired learners in achieving inclusive and quality education (SDG 4).