Teacher-Student Interpersonal Relationships as Part of the Learning Environment: An Overview of Research

This chapter reviews more than 40 years of research on teacher-student interpersonal relationships as an integral component of the learning environment. We begin by introducing interpersonal theory and the interpersonal circle as a framework for conceptualising interpersonal teacher behaviour and teacher-student relationships and teacher and student perceptions. We also describe the Questionnaire on Teacher Interaction (QTI), the instrument used to assess these perceptions. Second, we present research findings on the associations between teacher-student relationships and both student outcomes—cognitive and affective—and teacher outcomes, such as teacher satisfaction, well-being, and stress. Evidence suggests that the interpersonal dimensions, agency, and communion positively affect both student and teacher outcomes. Next, we provide an overview of studies carried out in different countries and culturally diverse contexts. This body of research demonstrates that agency and communion are prominent in virtually all cultural contexts, although differences exist both between and within these contexts. Subsequently, we review research examining links between perceptions of teacher-student relationships and other aspects of learning environments, again indicating positive associations. Finally, we synthesise findings concerning the role of student, class, teacher, and broader contextual variables in shaping student perceptions of teacher interpersonal behaviour and teacher-student relationships, highlighting notable differences in perceptions across background variables. While earlier reviews have reported on research using the QTI and student and teacher outcomes and cultural influences, the present chapter is distinctive in offering an overview of how the interpersonal dimensions relate to the broader learning environment and how perceptions vary across background variables.