Historically, Empirical Studies of the Education Production Function Have Looked at How
Teachers and the Personal Traits They Bring to the Classroom Affect Their Students' Results On
Standardised Tests. But a Large Body of Data Indicates That Learning Is Multidimensional, With Many
Aspects Other Than a Student's Basic Academic Knowledge As Major Contributors to Both Short-Term And
Long-Term Success. Despite the Fact That Fundamental Academic Knowledge Has a Role In Developing
Student’S Learning. Thus, This Paper Aims to Analyse the Existing Literature Related to Student’S
Development and Teachers’ Role In Their Wholistic Development