FACTORS CONTRIBUTING TO THE DEVELOPMENT OF POSITIVE TEACHER-STUDENT RELATIONSHIPS IN PRIMARY CLASSROOMS

Abstract

This study aimed to explore the factors contributing to the development of positive teacher-student relationships in primary classrooms. Data were collected from 322 Grade 5 students across 20 primary schools using a structured survey that assessed teacher responsiveness, approachability, recognition of student efforts, and overall classroom support. Descriptive statistics revealed that teacher responsiveness recorded a mean of 2.56 (SD = 0.66) and perceived support attained a mean of 2.64 (SD = 0.59), both significantly above the neutral benchmark (p < 0.001). Pearson correlation coefficients among 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 overall relationship quality (Beta = 0.28; R² = 0.72, F (6,315) = 150.0, p < 0.001). These findings suggest that enhancing teacher responsiveness and supportive practices can significantly improve the quality of teacher-student relationships, with potential benefits for academic and socio-emotional outcomes.