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Positive teacher–student relationships go beyond the classroom, problematic ones stay inside

Author

Listed:
  • Luce C. A. Claessens
  • Jan van Tartwijk
  • Anna C. van der Want
  • Helena J. M. Pennings
  • Nico Verloop
  • Perry J. den Brok
  • Theo Wubbels

Abstract

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.

Suggested Citation

  • Luce C. A. Claessens & Jan van Tartwijk & Anna C. van der Want & Helena J. M. Pennings & Nico Verloop & Perry J. den Brok & Theo Wubbels, 2017. "Positive teacher–student relationships go beyond the classroom, problematic ones stay inside," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 478-493, September.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:478-493
    DOI: 10.1080/00220671.2015.1129595
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    Cited by:

    1. Fan Chia & Wei-Yang Huang & Liang-Min Wu & Cheng-En Wu, 2022. "A Discriminant Analysis of Personality Traits and Cluster Types of Physical Education Teachers," SAGE Open, , vol. 12(3), pages 21582440221, September.
    2. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.

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