ENHANCING ACADEMIC PERFORMANCE THROUGH TEACHER SUPPORT: EVIDENCE FROM UNIVERSITY STUDENT

This qualitative study investigates the role of teacher support in enhancing student motivation and academic performance at the university level, conducted at the University of Gwadar, Balochistan, Pakistan. Gwadar is a port city located on the southwestern coast of Pakistan, in the province of Baluchistan. Focusing on a small-scale sample of five university teachers, the research explores the transformative potential of consistent and inconsistent teacher support in influencing students’ academic engagement and success. Data were collected through in-depth, in-person interviews and analyzed thematically to understand the impact of teacher behavior, communication styles, and various forms of academic and emotional support. The findings reveal that positive teacher behavior, effective communication, and the implementation of diverse, student-centered support strategies contribute significantly to improved student outcomes. The study recommends implementing faculty development programs that emphasize emotional intelligence, inclusive pedagogies, and reflective teaching practices. Additionally, the promotion of institutional policies supporting mentorship and individualized student support is essential. Consistent and holistic teacher support is shown to be crucial in nurturing motivated, resilient, and highperforming university students.