Abstract
The purpose of the study was to determine the impact of school culture and teaching style to the student-teacher relationship among teacher education students in Kapalong College of Agriculture, Sciences and Technology. The study is quantitative research that utilizes a descriptive-correlational approach. A sample of 304 randomly selected teacher education students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of school culture, teaching style, and student-teacher relationships were all high in level. Results also revealed that there is a significant relationship between school culture and student-teacher relationships. Likewise, there is also a significant relationship between teaching style and student-teacher relationship of the teacher education students. Moreover, results showed that domains of school culture such as environmental support, collaborative problem-solving and personal and professional self-worth can significantly influence student-teacher relationships. Finally, it was revealed that domains of teaching style such as authority or lecture style, delegator or group style and hybrid or blended style can significantly predict student-teacher relationship of the respondents. Results imply that the variables are significant in improving the student-teacher relationship among teacher education students.
