Positive Teacher-student Relationships Research Articles

Working To-Get-There: Student and teacher relationship towards a meaningful teaching and learning Experience

The enhancement of a meaningful learning experience becomes more pronounced when positive relationships exist between teachers and students. Student-teacher relationships (STR) are intricately tied to the everyday scenarios prevalent in the current generation. They exert significant effects on student engagement, encompass common challenges that may impede the establishment of positive rapport, and are perceived to influence the actualization of a meaningful teaching and learning experience. Employing a convergent mixed-method approach, the study utilized an expert-validated interview protocol and survey questionnaire. Audio-taped semi-structured interviews and surveys among purposively selected (n=16) and randomly picked (n=250) Grade 10 students and teacher-participants computed through the Raosoft sample size calculator in Southville 5A Integrated National High School were performed. Based on the descriptive statistical tools and thematic analysis with themes validation through focus group discussion, the most common STR situations relate to collaborative, encouraging, and respectful affairs among students and teachers. The most common effects of STR on students’ engagement are linked to active participation, increased interest to learn, and improved self-confidence. Meanwhile, factors that hinder positive STR correlate with ineffective communication, poor classroom environment, and high teacher expectations. Further, positive STR impacts authentic learning, the realization of equity and equality, and the idea of learning from setbacks. To-Get-There and successfully achieve meaningful teaching-and-learning experiences, the study recommends ways to foster positive STR, addressing challenges, establishing effective communication including expectations, consistent provision of equal and equity opportunities, and the nurture of values among students and teachers such as empathy, respect, self-growth, and reflective thinking. Keywords: Convergent-parallel mixed research approach, Meaningful teaching-and-learning experiences, Student-teacher relationships, Binan City, Laguna, Philippine

Profiles of Teacher-Student Relationships and Classroom Management Practices: How They Relate to Self-Efficacy, Work Stress, and Classroom Climate

<p style="text-align:justify">Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.</p>

Recipes for institutional adoption of a teacher-driven learning analytics tool

The changing landscape of higher education is putting increasing strain on educators, leading to a diminishing ability to provide pedagogical and pastoral support to ballooning and diversifying cohorts. Learning analytics promises solutions to these challenges for educators, including by personalising learning support and experiences, streamlining data capture and analyses, and providing teachers with new, efficient teaching approaches. However, reports of these impacts, or widespread adoption of learning analytics, or even examples of cross-institutional collaboration are sparse. We argue that this may be because of a lack of educator-driven learning analytics tools that meet their felt needs, and present case studies from three Australian universities that have collaborated to implement such a tool. This tool, the Student Relationship Engagement System (SRES), empowers educators to collect, collate, analyse, and use student engagement and success data that they consider meaningful for their particular contexts. Developed by unfunded educators and widely adopted through collegiate recommendations, the SRES enables personalisation and targeting of student learning and support using relevant data, fostering positive student-teacher relationships and enhancing student engagement. Using the three case studies as a backdrop, we present a revised learning analytics adoption framework focussing on strategy, structure, support, and impact, and use this framework to systematically evaluate the implementation of the SRES at the three institutions to derive ‘recipes’ for adopting an educator-focussed learning analytics platform. We also discuss three core themes emerging from the case studies, around the needs of academics, the role of academic and educational developers, and flexible and agile information technology practices.

Teacher–student relationships and student engagement: The mediating effect of peer relationships

Previous research has shown that teacher–student relationships influence student engagement, which, in turn, plays a key role in academic achievement. However, few studies have focused on the mechanism between the teacher–student relationship and student engagement. To address this gap in the literature, this study examined the link between teacher–student relationships and college students' engagement via the mediator of peer relationships. The sample consisted of 222 university students in Southwest China. Results of structural equation modeling showed that a positive teacher–student relationship was positively related to student engagement, and peer relationships partially mediated this relationship. Our findings will help researchers and educators to better understand the mechanism of the link between teacher–student relationships and student engagement, and provide practical suggestions for improving college students' engagement.

How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation

ABSTRACT Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cognitive, behavioral, and academic outcomes. Yet, novice teachers struggle to grasp constructivist teaching practices and tend to emphasize teacher-directed activities. The present study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ understanding of constructivism and children’s self-regulation. Eight education students participated in a 4-week summer undergraduate class in a public-school setting. Students’ understanding of constructivist principles was assessed through a 30-statement questionnaire. Kindergarten classrooms were randomly assigned to either the Project Construct classroom where Education students participated in or the control classroom. Children’s self-regulation skills were assessed through the Head Toes Knees and Shoulders (HTKS) Task before and after the 4-week class. Results revealed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Children’s performance on the HTKS grew significantly in the Project Construct and control classrooms, although there were no significant differences between the Project Construct and control classroom. These findings have implications for teacher education and how constructivist pedagogy can affect child self-regulation.

Validity evidence for the attitudes on person-centered behavior toward students questionnaire (APBS): Internal structure and associations with external variables

AbstractBuilding positive teacher-student relationships (TSR) is a central task for teachers. According to the person-centered approach, teachers create positive relationships by treating students with unconditional positive regard, empathic understanding, and genuineness. Numerous studies demonstrate the impact of person-centered teacher behavior for students’ achievement and well-being. The effectiveness of person-centered behavior is supposed to be determined by underlying attitudes. Accordingly, person-centered attitudes should receive greater focus in both teacher education and TSR research. However, a suitable measurement instrument is currently lacking. Therefore, the APBS instrument was developed, a theoretically-grounded self-report questionnaire that measures pre-service teachers' attitudes on person-centered behavior toward students. In previous studies, the suitability of the test's content and internal structure were empirically examined using EFA. The present study investigated the internal structure using CFA, as well as the associations with external variables, in a sample of N = 1284 pre-service teachers from German universities (Mage = 23.3, SDage = 5.2; 79.8% female). Different factor models were tested and compared. The model with four first-order factors (unconditionality, empathic understanding, trust, genuineness) along with the APBS higher-order factor showed the best fit (χ2/df(1504.868/520) = 2.894, p < .001; CFI = .968; RMSEA = .038). Both the four first-order scales (ωt* = .81-.90), and the second-order scale (ωt* = .95) exhibited satisfactory internal consistency. In addition, structural regression and mediation analyses revealed mostly theory-consistent relationships with respondents' attachment representation, empathy and relational competence. In summary, the findings support the intended interpretation of APBS test scores. The questionnaire can be used as a measurement instrument in TSR research and as a self-exploration tool in teacher education.

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

The Relationship Between Students and Teachers and its Implications

Education is a topic that people often discuss in today's society. Since students and teachers spend a significant amount of time in contact, there is an increasing focus on the teacher-student relationship in the education community. This article primarily delves into the types of teacher-student relationships and their impact. Upon reviewing the literature, it becomes evident that, in the past, the relationship between teachers and students exhibited a notable imbalance. Teachers held authority in transmitting knowledge, while students typically served as knowledge receivers. With the continuous development of society, the relationship between teachers and students is undergoing constant change, gradually becoming more equal. Teachers are no longer mere authorities in the classroom but actively engage with students, thereby fostering a positive teacher-student relationship. This positive relationship will not only have a beneficial impact on students but will also elevate teachers' teaching standards. The article also provides specific suggestions on how to cultivate a positive teacher-student relationship, aiming to assist teachers in creating a positive and effective rapport with their students.

Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools

Abstract The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students’ lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student–teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers.

"They helped me through the semester": electronic instructor messages can foster the instructor-student relationship.

Building rapport between instructors and students is a challenge, especially in large classes and in online environments. Previous work has shown that non-content Instructor Talk can foster positive student-teacher relationships, but less is known about non-content talk in electronic instructor messages. Here, we used the established Instructor Talk framework to craft positively phrased electronic messages that were sent through the course's learning management system to students enrolled in an introductory biology course at a large public institution. We examined both close- and open-ended survey responses (n = 226) to assess students' perceptions of the electronic messages, the course, and their instructor. Of the established Instructor Talk categories, the building student/instructor relationship category was most memorable to students. Encouragingly, 61% of students indicated they "liked the course more" and 88% indicated they "liked the instructor more" in response to the electronic messages. This demonstrates that implementing positively phrased Instructor Talk into electronic communication is an effective way to build rapport between instructors and students.

I belong; hence, I engage? A cohort study of transitions between school engagement classes and academic achievement: The role of relational school climate

AbstractThe role of the school climate in buffering disengagement remains relatively underresearched. The present study examined transitions between classes of early adolescents’ school engagement and relational school climate factors influencing classes of students’ (dis-)engagement, and how these were linked with academic achievement in mid-adolescence. A representative sample of 3,643 early adolescents (48.72% females) from the Growing Up in Australia cohort study was utilised. Latent transition analyses indicated three classes of school engagement, namely mostly disengaged, moderately engaged and highly engaged. Significant transitions were found between classes with fewer students becoming moderately engaged and mostly disengaged. Having a positive teacher–student relationship and higher feelings of school belonging predicted membership to the highly engaged classes. Highly engaged students were fewer by age 12 but had the best achievement only in numeracy, writing and spelling tests at age 14/15. The study underscores the importance of positive relational school climate for fostering school engagement and achievement.

Anxiety and Teacher-Student Relationships in Secondary School: A Systematic Literature Review.

Anxiety disorders are the most prevalent mental disorders experienced by adolescents. As students spend a significant amount of time within a school environment, it is not surprising that factors in the school environment have been linked to student mental health. Positive teacher-student relationships (TSRs) in children have been found to improve student mental health outcomes, with supportive TSRs associated with reduced student anxiety, and in turn, student anxiety has also been associated with reduced poorer TSR quality. The findings in adolescents are less clear. This review aimed to systematically evaluate the impact of TSRs on anxiety in secondary school students, and vice-versa using PRISMA guidelines. Searches were conducted in five databases and studies screened against inclusion and exclusion criteria, and rated for study quality by two independent researchers. Twenty-six studies across 12 countries were included. Most studies reported higher quality TSRs (e.g., those that are perceived as more supportive, caring, and warm) was associated with decreased anxiety. Conversely, TSRs that were characterised by dependence, motivational support, conflict, or harassment, were associated with increased anxiety. Most studies used a cross-sectional design and as such conclusions regarding causality as well as the direction of the effects cannot be made. However, early evidence from a limited number of longitudinal studies indicated that positive TSRs reduced anxiety over time. Future research is warranted to investigate whether anxiety affects TSRs, as well as exploring specific strategies and approaches teachers can use to establish positive relationships with their students.

Perceptions of the teacher–student relationship climate and the development of academic motivation in high school: a transactional analysis

High school teachers often struggle to engage students who have little or no motivation to learn. We argue that improving students’ perceptions of affective relationships with teachers may have the potential to positively influence their motivation, and vice versa. This study looks at reciprocal associations between students’ perceptions of the teacher–student relationship climate (PTSRC) and three components of academic motivation (autonomous, controlled, and amotivation), measured at two time points, over a 12–month period. We recruited 328 students (on average 15 years of age, 65% girls) from public high schools in disadvantaged areas of a Canadian suburb. We found that students’ autonomous motivation predicted an increase in positive PTSRC. In contrast, we did not find evidence that PTSRC predicted either autonomous or controlled motivation. Nonetheless, a positive PTSRC predicted a decrease in students’ amotivation. This finding suggests that high school students’ positive PTSRC can help them find purpose in their schooling. Knowing that motivation typically declines during the high school years, this study is important because it suggests that promoting positive teacher–student relationships can contribute to ward off such decline.

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being.

This study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers. A sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships. The findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships. This study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

Unleashing digital superheroes: Unravelling the empathy factor in digital competence and online teacher autonomy support

AbstractConsiderable research has been dedicated to studying teachers' digital competence, yet limited insights have been gained regarding its impact on online teacher autonomy support. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study utilized a multiple regression analysis model to explore how teachers' digital competence affects online teacher autonomy support. Drawing on data from 652 Chinese primary school teachers, the study revealed that teachers' digital competence positively influenced online teacher autonomy support via teachers' cognitive empathy. Teachers' emotional empathy strengthened the direct effect of cognitive empathy on online teacher autonomy support, and its indirect effect on teachers' digital competence on online teacher autonomy support. The findings inform TPACK framework development and practical considerations in online teaching, deepening understanding of the impact of digital competence on online teacher autonomy support.Practitioner notesWhat is already known about this topic Previous research has recognized the importance of teachers' digital competence in supporting learners' autonomy and enhancing their online learning experiences. Existing studies have explored different dimensions of teachers' digital competence, including technological proficiency, pedagogical knowledge and content expertise. Studies have also examined the role of empathy in online teaching and learning, emphasizing its importance in fostering positive teacher–student relationships and promoting student engagement and motivation. What this paper adds This study introduces digital competence as a novel and comprehensive assessment of technology integration in teaching, bridging an existing gap in the literature. This study recognizes the importance of socio‐emotional skills in online teaching by including teachers' empathic traits within the expanded TPACK framework. Teachers' cognitive empathy acts as a mediator and emotional empathy functions as a moderator in the relationship between digital competence and online teacher autonomy support, offering new insights into the underlying mechanisms. Implications for practice and/or policy Teacher educators should find ways to support teachers' digital competence in facilitating learners' autonomy in online learning environments effectively. Teacher educators should incorporate teacher empathy development into teachers' professional development programmes for online teaching, offering tailored interventions to differentiate and enhance both cognitive and emotional empathy.

The influence of teacher-student relationship on Chinese high school students' academic motivation for the ideological and political subject: the mediating role of academic emotions.

This study investigated the influence of teacher-student relationship on Chinese high students' academic motivation for the ideological and political subject and the parallel mediating roles of positive and negative academic emotions on this influence. The participants of this study were 425 Chinese high school students. This study measured teacher-student relationship, academic motivation, and academic emotions through several self-reported questionnaires. Structural equation models were used to analyze data and investigate the direct and indirect influence of teacher-student relationship on Chinese high school students' academic motivation for the ideological and political subject. Teacher-student relationship had a significant, positive, and direct impact on Chinese high school students' academic motivation for the ideological and political subject. Moreover, positive and negative academic emotions, in parallel, mediated the relationship between these two factors. This study demonstrates the important influence of teacher-student relationships on Chinese high school students' academic motivation for the ideological and political subject. A positive teacher-student relationship can directly increase students' academic motivation for this subject and indirectly enhance their motivation by generating positive academic emotions. Therefore, teachers should express care for their students, make friends with them, and be their partners in learning and life. Additionally, teachers need to pay close attention to students' academic emotions and provide them emotional support so that they can develop positive academic emotions while learning, and strive to establish and maintain a good teacher-student relationship.

The effects of teacher–student reciprocity on students’ sense of belonging to the university; a moderated mediation model

Developing a pleasant and supportive emotional bond with teachers might help students feel more at home at school. However, research on the relationship between positive teacher–student relationships and students’ feelings of belonging in university settings is scarce. Using data from 426 student surveys, this study estimated the moderated mediation model which is generated based on attachment theory and reciprocity theory. As a result, teacher–student reciprocity increases students’ sense of belonging to the university, and teacher–student attachment moderates this effect. The effects of teacher-student reciprocity and teacher-student attachment on students’ sense of belonging to the institution are positively moderated by social group attachment. This work contributes to the study of the sense of belonging by expanding on the applications of attachment theory and reciprocity theory. This research has a practical application.

Exploring the relationships among teacher-student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence.

Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics. Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence. The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels. These outcomes highlight the significance of nurturing students' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher-student relationships.

This research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China. The study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis. The analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion. Mediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs. The study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

The Impact of Teacher-student Relationships on Students' Mental Health

This paper explores the significant impact of teacher-student relationships on students' mental health, emphasizing the need for proactive measures in educational institutions. The intricate dynamics of these relationships influence students' self-concept, academic performance, and emotional well-being. Various challenges faced by students' mental health, including stress, depression, perfectionism, and the influence of social media, are discussed. The paper categorizes teacher-student relationships into oppositional, dependent, laissez-faire, and democratic patterns, highlighting the importance of fostering democratic relationships characterized by mutual respect and collaboration. Positive teacher-student relationships enhance students' self-concept, academic adaptability, and emotional engagement, while negative relationships can lead to emotional distress. The paper suggests fostering open communication, training teachers in empathic communication and emotional intelligence, and integrating Social and Emotional Learning (SEL) programs. It emphasizes creating a sense of belonging in the classroom and investing in accessible mental health resources. These strategies aim to create an environment where teacher-student relationships contribute to student's holistic development and well-being.