“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective

Abstract

Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their perception of forming relationships with first-year students. The results suggest that the quality of the teacher-student relationship comprises both a professional and an interpersonal dimension, reflecting the different roles teachers and students assume within it. These two dimensions can be further differentiated into various relational quality indicators, such as approachability, care, support, trust, and others. Furthermore, the results indicate that several contextual and personal attributes contribute to the development of this relationship. Implications about how to shape positive relationships between teachers and students in higher education are discussed.

The Influence of Teacher-Student Relationship on Students' Learning

“…This framework of personification holds that teachers and students play different but closely linked roles at different levels and in different contexts. At the same time, this relationship is not eternal, but presents a dynamic, procedural and interactive nature [1]. This means that relationships may change over time through complex interactions that are positive or negative or difficult to characterize.…”

“…At the same time, it must be realized that TSR is multidimensional, which not only reflects interpersonal relationships, but also includes professional teaching [1]. This means that the teacher is not just an educational machine that imparts knowledge, he can have more influence on the students and play more roles in the teacher-student relationship.…”

“…With the increasing number and proportion of students in China, how to improve students' learning outcomes and help them study better has become an important social topic. Hagenauer argues that positive teacher-student relationships (TSR) are considered essential to the well-being of teachers and students as well as to high-quality teaching processes and outcomes and that establishing a positive teacher-student relationship must be considered an important educational goal [1]. In an atmosphere of positive teacher-student relationships, students develop steadily and continuously in their mental and physical abilities and health.…”

“…These developments not only allow students to adapt and learn professional knowledge, but are also an indispensable part of the student's growth process. It is also mentioned in Hagenauer's research that positivity is the core foundation of the motivational learning atmosphere [1]. But how to face the impact of a positive teacher-student relationship on students, how to establish a positive teacher-student relationship with students?…”

Learning motivation and environmental support: how first-generation college students achieve success?

“…Additionally, the teacher-student relationship, as an essential dimension of the university environment, significantly influences students’ learning engagement and outcomes. Interpersonal relationships such as peer interaction and cooperation, as well as teacher-student interaction and communication, impact students’ deep learning mechanisms, consequently affecting academic achievements ( Hagenauer et al, 2023 ). Challenging peer relationships encountered by first-generation college students, imposed by their socioeconomic status, make it hard to fit into higher education environments smoothly, which hinders their enthusiasm to interact with others ( Rubin, 2012 ).…”