EXPLORING THE DYNAMICS OF TEACHER-STUDENT RELATIONSHIPS IN ENHANCING ACADEMIC ENGAGEMENT: A QUALITATIVE STUDY IN UNIVERSITY SETTINGS

Abstract

This study explores the dynamics of teacher-student relationships and their influence on academic engagement in a university setting, employing a qualitative research design. Using semi-structured interviews, focus groups, classroom observations, and document analysis, the study identifies key themes such as communication styles, cultural and disciplinary variations, emotional support, and institutional challenges. Findings reveal that effective communication, empathy, and personalized feedback are critical in fostering student engagement across behavioral, emotional, and cognitive dimensions. However, challenges such as large class sizes, cultural barriers, and institutional constraints impede the development of strong teacher-student relationships. The study also highlights the role of teacher personality traits and supportive institutional structures in enhancing relational dynamics. These findings contribute to the theoretical understanding of teacher-student relationships while offering practical recommendations for improving educational practices. The study underscores the need for tailored strategies and institutional reforms to create inclusive and supportive learning 
environments, thereby promoting academic success and student well-being.