Teacher-Student Relationships and Students’ Learning Experiences: A Narrative Inquiry

Abstract

This article explores the teacher-student relationship and its influence on students’ learning experiences and academic performance. The authors acknowledge the limited research conducted in this specific domain and emphasize the need to delve into the impact of this relationship on students’ learning activities. Employing interpretivism and narrative inquiry as the chosen research methodology, the authors explore the experiences of six participants, encompassing students from diverse educational institutions. By drawing upon cognitive constructivist theory, social constructivist theory, and attachment theory, the article systematically investigates whether the teacher-student relationship fosters the development of students’ curiosity and passion for learning. The research findings reveal the multifaceted nature of this relationship, identifying key dimensions that significantly enhance students’ learning experiences, including qualities such as love, care, responsibility, empowerment, and motivation. Conversely, negative aspects such as humiliation, irresponsibility, misbehavior, and punishment were found to detrimentally impact students’ learning outcomes and academic performance. Moreover, the study highlights the instrumental role of a positive teacher-student relationship as a motivational catalyst for students, fostering their genuine interest in learning and substantially improving their academic achievements. Overall, the research sheds light on the prevailing dynamics and practices of teacher-student relationships within the context of public schools, with the ultimate goal of enhancing student learning outcomes.