International Journal of Learning & Development ISSN 2164-4063 2013, Vol. 3, No. 1 www.macrothink.org/ijld 181 Impact of Student-Teacher Relationship on Student‟s Academic Achievement at Secondary level in Khyber Pakhtunkhwa Dr. Muhammad Ayaz Dr. Rahmat ullah Shah Gul Andaz Khan (M.phil) Institute of Education & Research University of Science & Technology, Bannu, Khyber Pakhtunkhwa, Pakistan Email: rahmatullahshah@gmail.com Accepted: Jan 24, 2012 Published: March 03, 2013 Doi:10.5296/ijld.v3i1.3344 URL: http://dx.doi.org/10.5296/ijld.v3i1.3344 Abstract The purpose of the study was to investigate the impact of Students-Teachers Relationship on students; academic achievements at Secondary level in Khyber Pakhtunkhwa. Population of the study was comprised of all the teachers and students of Government secondary schools in Khyber Pakhtunkhwa. All the teachers and students of Govt: secondary schools of Southern districts was comprised the target population of the study. The sample of the study was consisted of 300 (150 teachers & 150 students) respondents. The researcher selected the respondents through simple random sampling technique. The collected data were entered in SPSS- 17 for analysis. that teachers seem to be agreeing while students seem to be less agreeing with the statement” teacher demonstrates personal knowledge to the students”. However moderate significant differences were found between teacher and students views. regarding the statement. There is significant correlation between students‟ marks and availability dimension, while there is slight correlation between students‟ marks and connectivity, communication and total score dimensions.There is significant correlation between connectivity , availability, communication and total score, while there is low correlation between connectivity and communication, moderate correlation between connectivity and availability and high correlation between connectivity and total score. Key Word: Relationship, Academic Achievement, Students INTRODUCTION An extensive writing provides confirmation to muscular as well as supportive associations among teacher along with student is fundamental to the well growth of all students in school (Birch& Ladd, 1998; Hamre&Pianta, 2001; Pianta, 1999). Constructive student –teacher dealings bring as a supply used for students at danger of discipline breakdown, whereas conflict or extrication among students with adults might complex that danger (Ladd & Burgess, 2001). While the natural world of these associations‟ change as student‟s developed, the desire used for connec tion among students as well as adults in the school situation relics burly starting playgroup to 12th score (Crosnoe, Johnson, & Elder, 2004). Moreover, still school position rising attention on answerability as well as uniform