102097 RESEARCHING

TEACHING AND
LEARNING 2
LITERATURE REVIEW
Researching Teaching
and Learning 2 –
Literature Review

Student Name: Samuel Chappuis

Student Number: 18331631

Date Submitted: 26/8/19

Campus: Kingswood
Literature Review
‘How important are teacher-student relationships in the classroom environment?’

The climate of a classroom learning environment is highly influenced by the teaching and
learning experiences and by the citizens of the environment: teachers and students (Braxton, Bayer
& Noseworthy, 2004; Hirschy & Braxton, 2004). At the heart of the environment and the teaching
learning experiences are “teacher-student relationships (TSRs)” (Brinkworth, McIntyre, Jurschek &
Gehlbach, 2018, p. 1). Spilt, Koomen & Thijs (2011, p. 458) explain that “teachers are important
adults in children’s scholastic lives” and Pianta & Allen (2008, p. 24) go further to highlight that
“positive relationships with adults are perhaps the single most important ingredient in promoting
positive youth development”. Furthermore, Anthony & Walshaw (2009, p. 7) emphasise that
effective teachers create “caring classroom communities” where everyone is included. Spilt, Koomen
& Thijs (2011) highlight in their article that positive teacher-student relationships are vital for
students and teacher’s well-being, the outcomes of students and they underpin an effective learning
environment.

As mentioned, teachers and students are the citizens of the learning environment. There are
numerous aspects to consider when exploring the teacher-student relationships that are fostered in
the classroom. One major aspect that contributes to the health of teacher-student relationships is
teacher and student well-being (Spilt, Koomen & Thijs, 2011). In their article, Spilt, Koomen & Thijs
(2011) focus on the effects of teacher-student relationships on teacher wellbeing. Spilt, Koomen &
Thijs emphasise that it is generally believed that the relationships teachers share with students
provides them with internal satisfaction and makes them feel proud of their work. Additionally, the
relationships between teachers and students are considered by Hargreaves (1998) and O’Connor
(2008) to be a major factor for teachers remaining in the profession.

In his research, Hargreaves (2000) engaged in interviews with 60 teachers and discovered
that teacher-student relationships were the “most important source of enjoyment and motivation”
(Spilt, Koomen & Thijs, 2011, p. 460). The results were found for teachers in primary and secondary
education. The teachers in secondary education described their relationships with students in terms
of respect and acknowledgement (Hargreaves, 2000). Furthermore, secondary teachers felt
secondary educations’ structure made it more challenging to have more personally connected
relationships with their students. It was mentioned that the teachers experienced alienation and felt
unknown which Hargreaves (2000) highlighted as a cause of adverse emotions. Spilt, Koomen & Thijs
(2011) emphasise that these interviews highlight the value of teacher-student relationships, and
illustrate how conflictual or alienated relationships can negatively impact teachers’ professional and
personal wellbeing.

Moreover, there has been evidence that confirm the importance of healthy teacher-student
relationship on teacher wellbeing. Shann (1998) discovered from their research that teacher-student
relationships were seen as the most satisfying for teachers. Further, teacher’s descriptions of conflict
have been reported to be associated with the efficacy beliefs of teachers, and to teacher depression
when the conflict was described to be overwhelming (Spilt, 2010; Hamre, Pianta, Downer,
Mashburn, 2008). Suggested by these findings is that high conflict between teachers and students
could undermine teacher’s efficacy beliefs and could lead to feelings of helplessness. Additionally,
the percentage of negatively judged relationships between teachers and students has been reported
to be related to the stress and negative emotions of teachers (Yoon, 2002; Martin & Collie, 2019).
Contrastingly, Mashburn, Hamre, Downer & Pianta (2006) identified that closeness was positively
related to the teacher efficacy beliefs.

Thus, it can be seen that teacher-student relationships can impact on the wellbeing of
teachers. In fact, there is also evidence to suggest that the wellbeing of teachers has significant
effects on “children’s socioemotional adjustment and academic performance” (Spilt, Koomen &
Thijs, 2011). Further, relationships between teachers and students can also have a meaningful
impact on the wellbeing of students. For example, there have been several studies that associate the
happiness of students with the relationships they have with teachers (Chu, Saucier, & Hafner, 2010;
Suldo, Friedrich, White, Farmer, Minch & Michalowski, 2009; Suldo, Shaffer, & Riley, 2008). The
relationships students have with their teachers can either “foster or thwart their own competence,
relatedness, and autonomy” (Bakadorova, & Raufelder, 2018; Niemiec & Ryan, 2009). The fulfilment
of these needs for students can enhance the quality of their relationships and improve their overall
happiness and well-being.

Bakadorova & Raufelder (2018) illustrate that the need for competence reflects an the
desire of an individual to feel like they are adept at dealing with daily challenges. Harter (1996)
highlights that student competence can be threatened by the numerous new teacher requirements
and the lack of chances to receive detailed teacher feedback, all of which can lead to poor teacher-
student relationships. However, there is evidence to suggest that secondary teachers are able to
support competence by providing well-designed and challenging tasks, manageable responsibilities
in class and providing detailed feedback on performance (Ma, Phelps, Lerner, & Lerner, 2009; Alfassi,
2004; Radel, Sarrazin, Legran, & Wild, 2010). By providing these things, teachers are supporting
students’ competence and hence building a positive teacher-student relationship.

Lavigne, Vallerand, & Creiver-Braud (2011) explain that the need for relatedness echoes the
feelings of connectedness and feelings of being accepted, significant and cared for. Maintaining
positive relationships between teachers and students is able to satisfy this need for relatedness (Katz
& Assor, 2007; Niemiec & Ryan, 2009). However, due to the increased number of teachers in
secondary school, Bakadorova & Raufelder (2018, p. 58) highlight that the relationships students
have with their teachers start to be seen as less positive and that students often report “a lack of
support and a general perception of their teachers as cold and distant”. This can threaten a students’
need for relatedness and their overall wellbeing. Indeed, there are existing findings that illustrate
that positive relationships between teachers and students “promote a feeling of security and
warmth” which supports the need for relatedness and overall wellbeing (Bakadorova & Raufelder,
2018, p. 58; Furrer, Skinner, & Pitzer, 2014).

Moreover, autonomy is defined as the ability to self-regulate activities so that they become
intrinsically important to an individual. However, findings on autonomy in secondary school reflects
that control, discipline and rewards tend to be used more often by teachers with an emphasis on
grades and competition than they are to provide decision making opportunities for students (Reeve,
2009). Such an emphasis from teachers is detriment to student autonomy and overall wellbeing.
Similarly, the autonomy need can be cultivated through positive teacher-student relationships
where teachers are able to present more student-centred learning (Radel et al, 2010; Roth, Assor,
Kanat-Maymon, & Kaplan, 2007)

The need for autonomy also links with the achievement of student outcomes. Gehlbach,
Brinkworth, & Harris (2012) illustrate that developing healthy teacher-student relationships has
shown to be crucial to increased student outcomes. Furthermore, there is research to imply that the
interactions students have with their teachers provide them with a broader knowledge of
themselves and a better developed autonomy in the classroom (Wentzel, 2009; Martin & Collie,
2019). In a similar vein, Wentzel (2012) considered the positive cumulative effects of having positive
teacher-student relationships. However, as research has suggested, rising conflict and negative
teacher-student relationships over time can impair students’ academic development (Spilt, Hughes,
Wu & Kwok, 2012; Roorda, Koomen, Spilt, & Oort, 2011).
 Overall it can be seen, from the literature, that relationships between teachers and students’
effects both the wellbeing of teachers and students but also the achievement outcomes for
students. It has been suggested in the literature, that both students and teachers have a need for
competence, relatedness and autonomy in the classroom and if these needs are not fulfilled it can
lead to poor wellbeing. Positive teacher-student relationships are able to foster the development of
these needs which lead to positive wellbeing and positive teaching and learning outcomes.

Reference: Image retrieved from: https://teacherfunder.com/student-teacher-relationship-a-guide-

to-improvement/
Action Research Protocol
Collection Protocol
The following methods of data collection are based around an interview protocol constructed by the
researcher. The protocol is outlined as followed:

 Establish the participants name, background, context and any other concerns.
 Provide the participant with the WSU consent form for them to sign which discusses the
research project, its purpose and relevance.
 There will be no set time limit on the interviews but it is imagined they will run from 5-15
minutes.
 The interview will be conducted in a semi-structured fashion, with possible questions included
but allowances given for participants to go further on certain points and questions.
 Possible interview questions have been provided, based on thematic features within the
literature. The table was influenced by the interview protocols discussed within Jacob &
Furgerson (2012).

Big Conceptual Idea From Literature Possible Interview Questions

The importance of teacher-student
relationships from a teacher perspective:
 Intrinsic rewards
 Motivation to stay in profession
 Effects on teacher wellbeing – links to
student wellbeing and outcomes
The importance of teacher-student
relationships from a student perspective:
 Student wellbeing, related to the
concepts of competence, relatedness
and autonomy.
 Effects on student outcomes
 Effects on student
motivation/engagement
1. What are some of the best experiences you
have had in a classroom environment?
2. Can you tell me about some internal rewards
you have had from being in a classroom
environment?
3. Can you describe for me how being in a
classroom environment can affect your
personal wellbeing?
4. In a similar vein, how does your personal
wellbeing effect the classroom environment
you are in?
5. What are some of your motivations within
the classroom environment?
6. Are you more motivated to be in a classroom
environment where you have a positive
relationship with your teacher/students?
7. Do you believe student outcomes are
improved if there are positive
teacher/student relationships?
8. Do you believe your wellbeing is benefited
from positive teacher/student relationships?
9. Do you think teacher-student relationships
are the most important to a positive
classroom environment?
10. Is there anything else we haven’t discussed
that you think is important when discussing
teacher-student relationships in the
classroom environment?
Consent Form
Explanation

The researcher wanted to include a small cross-section of participants within the Western-
Sydney area. The researcher also wanted to focus more on participants who have experience in the
education system either as a student of the system or teaching within the system. Preferably, the
participants will include two teachers, three students and a teaching aide. For the teachers, it is
hoped that one will be an experienced teacher with many years in the field who could have a large
pool of information to draw from, and the other to be relatively new to the teaching profession to
give a more balanced set of ideas. The three students would be a junior student, a senior student
and a university student again to draw a more balanced set of ideas. Lastly, it is imagined the
teaching aide will add further information regarding the research project.

Furthermore, the protocols discussed previously incorporate research and data collection
strategies. Through the use of semi-structured interviews, it employs a qualitative method of data
collection (Mertler, 2012). The method of data collection: ‘semi-structured interviews’ has been
chosen as “at the heart of qualitative research is the desire to expose the human part of a story”
(Jacob & Furgerson, 2012, p. 2). When interviewing, researchers ask participants to share their
stories in an attempt to gain knowledge into the experiences and perspectives of their research
topic. The interviews within this research topic will be able to provide a deeper investigation of the
comprehensive issues which were discussed in the review of the literature (Jacob & Furgerson,
2012).

As the importance of teacher-student relationships on the classroom environment is difficult

to be measured through quantitative methods, the qualitative approach has been used which allows
for deeper analysis. The possible questions listed have been chosen to target the personal opinions
regarding the importance of teacher-student relationships on the learning environment. The
questions have also honed in on the major conceptual ideas explored in the literature. They have
focussed on the effects of teacher-student relationships on both students and teachers and how
these can affect personal wellbeing and student outcomes. Additionally, the interview process is
designed to be relaxed and it incorporates a wide range of open-end questions allowing participants
to explore and reflect on their own experiences to reveal deeper insights to the researcher (Jacob &
Furgerson, 2012; Mertler, 2012). Having this kind of interview process allows for the full potential of
data collection for research purposes.
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