Abstract
Throughout psychology, various psychological theories have highlighted the importance of positive relationships for people, from an evolutionary to a developmental perspective. In recent years, the importance of relational approaches in schools has become more of a focus, with various Local Authorities guiding schools on how they can embed a more relational practice. In the local context of the Local Authority where the current research took place, the emphasis on building positive relationships in schools has also increased. The Local Authority has produced a specific document relating to relationships and belonging in school, coinciding with a city-wide Belonging in Education Strategy.Previous research about teacher-student relationships (TSRs) has shown that positive TSRs can positively impact students regarding their well-being, engagement, and motivation for learning. In addition, teachers play a role in supporting students with their academic ability along with developing socially and emotionally. The literature search showed that teachers can have these positive interactions and relationships by getting to know students personally and showing empathy and respect. In addition, research suggests it is essential for school staff to be consistent, with support from senior leadership, to develop positive TSRs.
The current research aimed to explore the development of positive TSRs by talking to secondary school teachers to gain their perspectives and experiences. Along with their personal views, the study also wanted to consider wider external factors that may impact these relationships, including factors within a school and part of the wider society, along with what else schools could do to further develop and embed positive teacher-student relationships.
Seven teachers from various secondary schools in the Local Authority where the research was conducted took part in the study via remote semi-structured interviews. A Reflexive Thematic Analysis approach was used as the method of data analysis, with four overarching themes relating to positive teacher-student relationships being identified in the findings; (1) everyday micro-interactions between students and teachers, (2) whole school approach, (3) teachers’ ability to form TSRs, and (4) societal views of teachers. Overall the findings highlighted how teachers’ interactions with students can have a direct impact on building positive TSRs and how within a wider school, external factors such as the actions of the school staff they work with, and the priorities of a school, can also influence a teachers’ capacity to develop positive TSRs. In addition, wider societal views can impact whether positive TSRs are recognised and valued by others. Finally, teachers expressed how they would want more training and opportunities for reflection to support building positive TSRs.
Going forward, using the current research findings, a draft reflective product for teachers and Senior Leadership Teams within schools has been developed. This product will allow schools to reflect on positive TSRs relating to what they are already doing well and what else they could do. While it is acknowledged that some things are out of a school's control, what is vital for schools is that small changes can significantly impact these relationships. For Educational Psychologists, these discussions and the draft reflection product could be used in consultations with teachers and wider systemic conversations with schools.
| Date of Award | 6 Dec 2022 |
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| Original language | English |
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| Supervisor | Rob Green (Supervisor) |