RELATIONSHIP BETWEEN STUDENTS-TEACHER INTERACTION ANDAGGRESSIVE BEHAVIOUR AMONG SCHOOL STUDENTS IN KADUNA STATE:IMPLICATIONS FOR COUNSELLING

Abstract

This study examines the relationship between student-teacher and student-student interactions
and aggressive behaviour among senior secondary school students in Kaduna State, Nigeria,
with implications for counselling interventions. Utilizing a correlational research design, the
study population comprised male and female students exhibiting aggressive behaviour in
public senior secondary schools in Kaduna and Zaria Metropolises, totalling three thousand
five hundred (3,501). A sample of 377 students was selected across 30 public secondary schools
in Zaria and Kaduna metropolis using standardized instruments, including the Aggression
Scale and School Environment Scale. The instruments were validated by the senior lecturers
in the Educational Psychology and Counselling department and experts in statistics and
language. To establish the reliability of the instruments, a pilot study was conducted at
Demonstration Secondary School (HMS School), Kaduna Polytechnic. The Cronbach Alpha
Method was used to test the reliability, which produced a reliability coefficient of 0.89. Mean
and standard deviation were used to present the descriptive data, while the hypotheses were
tested using Pearson Product Moment Correlation [PPMC]. The findings reveal significant
positive correlations between student-teacher and student-student relationships and aggressive
behaviour, indicating that strained interpersonal dynamics within the school environment are
closely linked to heightened aggression. The analysis of student-teacher relationships shows
that while students appreciate academic support, constructive feedback, and feeling valued by
their teachers, they report low trust, motivation, and approachability. These relational gaps
contribute to conflict and aggression. Similarly, assessing student-student interactions
highlights moderate positive engagement through open communication and extracurricular
activities but identifies deficiencies in conflict resolution, peer mentoring, and inclusivity.
Aggressive behaviour patterns such as argumentative, retaliatory tendencies, and emotional
dysregulation were prevalent among students. The study underscores the need for targeted
counselling interventions to address these issues. Recommendations include training programs
for teachers on emotional intelligence, effective communication, and classroom management;
peer mediation programs to improve student conflict resolution; and emotional regulation
workshops focusing on anger management techniques. Additionally, fostering a positive school
climate through anti-bullying campaigns and inclusivity initiatives is essential to reduce
aggression and enhance the overall well-being of students.