From Learner to Leader: A Reflective Analysis of the Teacher–Student Relationship

Abstract

As students, we looked up to our professors, mentors, and teachers. We were taught to show them respect and, in some cases, reverence for what they know and the roles they play. Because of this strong societal dynamic, there is often an invisible line of intimidation and decreased communication within this teacher–student role. Younger faculty members or those eager to connect with the millennial generation may offset this with social media or more personal interaction. How does the leadership style of a professor either help or hinder the learning process? As a faculty member within a graduate health profession, pursuing a concurrent PhD in Education and Leadership has challenged my beliefs and conceptions about what it means to be an effective leader. My role as a professor and mentor contrasts with my continual and humbling growth as a doctoral student and has highlighted the importance of communication between students and professors—especially within graduate education. The current experiential and reflective paper discusses the teacher–student relationship and features the input of professors and students from a graduate health professional program to offer guidance for how to build relationships that enhance student learning.