Fostering Relational Warmth: Key Factors Shaping Positive Teacher–Student Dynamics in Primary Classrooms
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Abstract
This study investigates the key factors influencing the development of positive teacher–student relationships in primary classrooms. Data were collected from 322 Grade 5 students across 20 primary schools through a structured survey measuring teacher responsiveness, approachability, recognition of student efforts, and perceived classroom support. Descriptive analyses indicated that teacher responsiveness (M = 2.56, SD = 0.66) and perceived support (M = 2.64, SD = 0.59) were both significantly higher than the neutral benchmark (p < 0.001). Pearson correlation coefficients between interaction dimensions and overall relationship quality ranged from 0.68 to 0.76 (p < 0.01). Regression analysis identified perceived support as the strongest predictor of relationship quality (β = 0.28; R² = 0.72, F (6, 315) = 150.0, p < 0.001). The findings highlight the pivotal role of teacher responsiveness and supportive classroom practices in fostering strong teacher–student relationships, which are essential for promoting students’ academic performance and socio-emotional well-being
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References
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