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

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

The Journal of Educational Research, 2017, vol. 110, issue 5, 478-493

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.

Date: 2017
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2015.1129595 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:110:y:2017:i:5:p:478-493

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2015.1129595

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().