The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience

Abstract

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.

Impact of teacher-student interaction on students’ classroom well-being under online education environment

“…It shows that the enhancement of teacher-student interaction can improve students’ well-being in class. This conclusion is in line with the findings of some scholars that the interaction can have a positive influence on well-being (Farhah et al, 2021 ; Sieber et al, 2020 ). Therefore, in online course education, various means should be adopted to promote the interaction between students and teachers, such as supporting students’ emotional needs (Ibaraki, 2022 ), adopting more flexible communication methods (Petillion & McNeil, 2020 ), and enhancing students’ interest in learning (Bovermann et al, 2018 ).…”

Toward the Positive Consequences of Teacher-Student Rapport for Students' Academic Engagement in the Practical Instruction Classrooms

“…An important implication of this is that those people who are in charge of training pre-service teachers should teach them how to establish pleasant and friendly relationships with students. It is due to the fact that inexperienced and novice teachers typically do not know how to establish a strong rapport with their pupils (Farhah et al, 2021). Another important implication that emerges from the finding of this study is related to both pre and in-service teachers.…”

Student-teacher conferences and video-recorded microteaching sessions in developing pre-service teachers' teaching competences

“…The conference likely empowered the pre-service teachers to understand what was going on in the teaching practicum. Some studies support that a positive relationship between students and teachers helps students understand teacher feedback provision (Farhah et al, 2021;Karlsson, 2019;Scales et al, 2020). Other studies by Yiğitoğlu-Aptoula (2021) and Yusuf et al (2017) find that pre-service teachers believed that teacher feedback is important in their development as teachers in the long run.…”