FOSTERING RELATIONAL WARMTH: KEY FACTORS SHAPING POSITIVE TEACHER–STUDENT DYNAMICS IN PRIMARY CLASSROOMS

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