Concurrent Triangulation Study on the Impact of Teacher’s Attunement and Academic Leniency to the Career Success of the Psychology Students

Aim: The researcher has decided to pursue a study to look at the possible impact of teachers’ attunement and academic leniency to the career success of their learners’ career success. At the present situation where people are placed in the same boat gliding in the crisis, it must be difficult to build relationships especially in a virtual classroom where teachers no longer meet with the students face-to-face. Possibility of getting to know each student and establishing rapport may turn out to be not only hard but nearly impossible. Methodology: This research design engages a single study which includes qualitative and quantitative data collection done at the same time. The rationale behind this study is to scrutinize the findings generated by each method through the evidence that came from both type of data collection (Andrew & Halcomb, 2009). It is characterized by two or more methods which is used to sanction, cross-check, or substantiate findings within a study. Results: Result shows that there is a significant difference in the Student Teacher Relationship Scale (STRS) score to the job affiliation which means that the setting of work has something to do with the closeness of former student to the teachers. Results revealed that among all the demographic profile of the respondents, there was no significant difference to the Career Resource Questionnaire (CRQ) Score. Conclusion: In terms of the impact of teachers’ attunement and academic leniency in the career success of the students, they have disclosed the following details. It appears that some students find confidence in their job because of the teacher who understood their needs when they were studying. Some of the respondents claimed that they lack the learned skills they should have learned during the time when they were studying because they did not take it seriously and they only pass out mercy. There are students who shows great respect, gratefulness, and admiration to the teachers who gave them a chance by passing them despite their poor performance. For others, the impact is on the fear of work criticism because they are not competent enough to do their work. There are respondents who just want to pay forward their professors by doing something good to others because they were shown great kindness. On the contrary, there are students who lack their self-esteem because they are not confident with their skills. And finally, there are those who show high appreciation of the subject after almost failing it because they now understand the value.