ROLE OF TEACHER-STUDENT RELATIONSHIP IN WORK-STUDY BALANCE OF PART-TIME WORKING UNDERGRADUATE STUDENTS

Abstract

Many of the undergraduate students in India are combining part-time work with full-time study, driven by financial need, the rise of gig and platform jobs, and the pursuit of early work experience. The effect on academic life depends on how well students manage these competing demands. This research paper examines the teacher–student relationship as a resource that can support the work–study balance of part-time working undergraduates. This paper reviews evidence on student employment and teacher–student interaction, drawing on student involvement theory, academic integration theory, work–study conflict models, the job demands–resources framework, and self-determination theory. This paper adopts a survey research design. Data were collected from 50 part-time working undergraduate students in Tirunelveli District of Tamil Nadu. The Participants were selected through the snowball sampling technique. The collected data were analysed using appropriate statistical techniques to examine the research objective. The findings indicate that TSR supports students in three ways: it reduces work–study conflict by promoting academic clarity and instructional flexibility, enhances academic engagement, and offers emotional and informational support to buffer stress. The paper examines how teacher–student relationships assist part-time working students in balancing their academic and employment responsibilities.

Keywords

teacher–student relationship, work–study balance, and working undergraduates.

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To cite this article

Nandhini Suruthi, I., & Lenin, S. (2026). Role of Teacher-Student Relationship in Work-Study Balance of Part-Time Working Undergraduate Students. John Foundation Journal of EduSpark, 8(3), 47-55.