Abstract
This study determined the dimensions of building positive teacher-student relationship among private schools. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of M’lang, Cotabato. The study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on building positive teacher-student relationship in private schools. The results revealed upon factor analysis that building positive teacher-student relationship in private schools have eight themes which include managing the classroom and teaching methods, identifying problems and communicating expectations, self-reflection and establishing meaningful relationship, understanding differences and individual identity, showing empathy and motivation to work, provision of support and affection, increasing classroom engagement and interaction, meeting student’s expectations. Building Positive Teacher-Student Relationship Questionnaire with 89 items was developed. Reliability test revealed the results on building positive teacher-student relationship in private schools the overall Cronbach’s Alpha value of .921 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 89 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.