Presenting a model of teacher-student interaction in primary education: Data-based method

Document Type : Original Article

Authors
mohammad alipour 1
mohsen ayati 2
mohammad ali rostami nezhad 3
Farhad Seraji 4
1 Doctoral student of Curriculum Planning, Faculty of Educational Sciences and Psychology, Birjand University, Iran.
2 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
3 Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, University of Birjand, Iran
4 Associate Professor, Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University,
10.22034/jcsc.2024.2028664.2745
Abstract
The aim of the present study was to investigate the presentation of the teacher-student interaction model in primary education. This study was conducted with a qualitative approach and a data-driven method. The research scope consisted of teachers and students in primary education in Birjand. Given the nature of the research, purposive sampling was used, which was obtained through semi-structured interviews with 13 teachers and 10 students. Open, axial, and selective coding methods were used to analyze the data.Lincoln and Guba criteria were used to ensure reliability.The findings of this study were organized in the framework of Strauss and Corbin's paradigmatic model, including teacher-student interaction in elementary education as the central category and causal conditions(educational reasons, educational and motivational reasons, cognitive-analytic reasons, learning personalization reasons, family reasons).contextual factors (family factors, career development factors, personality factors, and social factors),intervention conditions (generational differences, common interests, gender, family mindset and culture, teacher's position among students, type of school and classroom atmosphere, physical impairment and disability, style of expression and behavior), strategies (formal and informal interaction, establishing verbal and nonverbal interaction, obtaining face-to-face and virtual interaction, reviewing files and information, humor and games, and group activities), and outcomes (academic progress, increasing motivation, talent identification, changing perspectives on school and teachers, reducing social harms, and changes in the teaching and classroom management process). Teacher-student interaction is a complex and purposeful communication that is formed in order to achieve educational and training goals. Providing a teacher-student interaction model can help teachers and students establish a desirable relationship.

Highlights

 

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Aghdasi S, Kiamanesh, Ph.D. A, MahdaviHezaaveh M, Safarkhaani M. Teacher-Student Interaction in Primary Schools Succeeding and Failing in PIRLS 2006 and TIMSS 2007. QJOE 2014; 30 (3) :93-120.URL: http://qjoe.ir/article-1-194-fa.html.(In Persian)

Agyekum, S. (2019). Teacher-Student Relationships: The Impact on High School Students. Online Submission, 10(14), 121-122.

Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.

Albalawi, H., & Nadeem, M. (2020). Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia. English Language Teaching, 13(3), 68-76.

Andrzejewski, C. E., & Davis, H. A. (2008). Human contact in the classroom: Exploring how teachers talk about and negotiate touching students. Teaching and teacher education, 24(3), 779-794.

Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of school psychology, 44(3), 211-229.

Balagova, L., & Halakova, Z. (2018). Teacher-Students´ Interaction in Comparison of Teacher´ s Self-perception and Students´ Point of View. European Journal of Educational Research, 7(3), 465-472.

Bazargan, Zahra and Sadeghi, Nahid (2008). Investigating the interpersonal behavior of teachers with students of girls' middle schools in Tehran. Journal of Psychology and Educational Sciences, 31(2), 121-99. (In Persian)

Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-12.

Dobrescu, T., & Lupu, G. S. (2015). The Role of Nonverbal Communication in the Teacher-pupil relationship. Procedia-Social and Behavioral Sciences, 180, 543-548.

Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?. Journal of educational psychology, 102(3), 729. doi:10.1037/a0018863.

Fisher, D., Waldrip, B., & den Brok, P. (2005). Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment. International Journal of Educational Research, 43(1-2), 25-38.

Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British journal of educational psychology, 82(4), 690-704.

Gholami, Samia, & Hossein Chari, Massoud. (1390). Predicting students' happiness according to their perception of teacher's expectations, teacher's interaction and self-efficacy. Journal of Education and Learning Studies, 3(1), 83-109. doi: 10.22099/jsli.2011.217. (In Persian)

Guo, Y., Wu, X., & Liu, X. (2019). Challenges and Opportunities in Parent-Teacher Relationships in Contemporary China. Comparative and International Education, 47(2).

Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71).

Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational research, 50(3), 277-289

Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2).

Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of applied developmental psychology, 32(5), 278-287.

Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of educational psychology, 100(1), 1.

Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208.

Lāri, N., Hejāzi, E., Ejei, J., & Jowkar, B. (2019). Teachers’ perception of the factors influential on teacher-student relationship: A phenomenological analysis. Journal of Educational Innovations, 18(2), 53-80. doi: 10.22034/jei.2019.92883.

Liaqat Dar, Mohammad Javad; Mousavi, Setare and Bebri, Hassan (2012). The value of paying attention to citizenship education in the components of atmosphere, structure and mutual relationship between student and teacher (case study: middle school teachers of Hamedan city), A new approach in educational management, 4(2), 137-154.

Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25(1), 51-64.

Liu, P. (2013). Perceptions of the teacher-student relationship: A study of upper elementary teachers and their students. International Education, 42(2), 3.

Ma, L., Du, X., Hau, K. T., & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology, 38(5), 687-707.

Mohammadi Baghmolaei, Haider, & Yousefi, Farida. (2017). The structural relationship between teacher-student interaction, academic involvement and students' adaptation to school. Journal of Education and Learning Studies, 10(2), 75-99. doi: 10.22099/jsli.2019.29377.2545. (In Persian)

Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction, 55, 41-57.

Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66-87.

Qolizadeh, Azar and Yarahamdi, Khadijah (1380). Investigating communication-emotional problems of secondary school students and teachers from the perspective of students, teachers and administrators in Ahvaz city, 2019-2018. Knowledge and research of applied psychology: Islamic Azad University, Khorasgan Branch, Isfahan, 10(3), 77-98. (In Persian)

Ramseyer, F., & Tschacher, W. (2016). Movement coordination in psychotherapy: Synchrony of hand movements is associated with session outcome. A single-case study. Nonlinear dynamics, psychology, and life sciences, 20(2), 145-166.

Rosenberg, H., & Asterhan, C. S. (2018). “WhatsApp, teacher?”-student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226.

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.

Salimi, Jamal. (2014). Phenomenology of educational interactions between teachers and students. Curriculum Studies, 10(38), 5-36.URL: https://www.jcsicsa.ir/article_60753.html?lang=fa. (In Persian)

Shahorani, Ahmed; Tarch Abhi Alisha, Gholamreza and Tarch Abhi Alisha, Alireza (1388). Investigating the relationship between the characteristics of effective teacher-student communication and math learning. Educational Leadership and Management Quarterly, 3(3), 51-67. (In Persian)

Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-594.

Tosto, M. G., Asbury, K., Mazzocco, M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and individual differences, 50, 260-269. doi:10.1016/ j.lindif.2016.07.009.

Wentzel, K. R., Baker, S. A., & Russell, S. L. (2012). Young adolescents' perceptions of teachers' and peers' goals as predictors of social and academic goal pursuit. Applied Psychology, 61(4), 605-633. doi:10.1111/j.1464-0597.2012.00508.x.

Zahed Babelan, A. (2012). The degree of correspondence between teachers' verbal and non-verbal communication during teaching and its association with students' academic achievement. Journal of School Psychology, 1(1), 46-61. doi: d_1_1_91_3_1_3. (In Persian)

 

Keywords

Subjects

 
Aghdasi S, Kiamanesh, Ph.D. A, MahdaviHezaaveh M, Safarkhaani M. Teacher-Student Interaction in Primary Schools Succeeding and Failing in PIRLS 2006 and TIMSS 2007. QJOE 2014; 30 (3) :93-120.URL: http://qjoe.ir/article-1-194-fa.html.(In Persian)
Agyekum, S. (2019). Teacher-Student Relationships: The Impact on High School Students. Online Submission, 10(14), 121-122.
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.
Albalawi, H., & Nadeem, M. (2020). Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia. English Language Teaching, 13(3), 68-76.
Andrzejewski, C. E., & Davis, H. A. (2008). Human contact in the classroom: Exploring how teachers talk about and negotiate touching students. Teaching and teacher education, 24(3), 779-794.
Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of school psychology, 44(3), 211-229.
Balagova, L., & Halakova, Z. (2018). Teacher-Students´ Interaction in Comparison of Teacher´ s Self-perception and Students´ Point of View. European Journal of Educational Research, 7(3), 465-472.
Bazargan, Zahra and Sadeghi, Nahid (2008). Investigating the interpersonal behavior of teachers with students of girls' middle schools in Tehran. Journal of Psychology and Educational Sciences, 31(2), 121-99. (In Persian)
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-12.
Dobrescu, T., & Lupu, G. S. (2015). The Role of Nonverbal Communication in the Teacher-pupil relationship. Procedia-Social and Behavioral Sciences, 180, 543-548.
Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance?. Journal of educational psychology, 102(3), 729. doi:10.1037/a0018863.
Fisher, D., Waldrip, B., & den Brok, P. (2005). Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment. International Journal of Educational Research, 43(1-2), 25-38.
Gehlbach, H., Brinkworth, M. E., & Harris, A. D. (2012). Changes in teacher–student relationships. British journal of educational psychology, 82(4), 690-704.
Gholami, Samia, & Hossein Chari, Massoud. (1390). Predicting students' happiness according to their perception of teacher's expectations, teacher's interaction and self-efficacy. Journal of Education and Learning Studies, 3(1), 83-109. doi: 10.22099/jsli.2011.217. (In Persian)
Guo, Y., Wu, X., & Liu, X. (2019). Challenges and Opportunities in Parent-Teacher Relationships in Contemporary China. Comparative and International Education, 47(2).
Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71).
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational research, 50(3), 277-289
Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2).
Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of applied developmental psychology, 32(5), 278-287.
Hughes, J. N., Luo, W., Kwok, O. M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of educational psychology, 100(1), 1.
Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42(4), 197-208.
Lāri, N., Hejāzi, E., Ejei, J., & Jowkar, B. (2019). Teachers’ perception of the factors influential on teacher-student relationship: A phenomenological analysis. Journal of Educational Innovations, 18(2), 53-80. doi: 10.22034/jei.2019.92883.
Liaqat Dar, Mohammad Javad; Mousavi, Setare and Bebri, Hassan (2012). The value of paying attention to citizenship education in the components of atmosphere, structure and mutual relationship between student and teacher (case study: middle school teachers of Hamedan city), A new approach in educational management, 4(2), 137-154.
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher–student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25(1), 51-64.
Liu, P. (2013). Perceptions of the teacher-student relationship: A study of upper elementary teachers and their students. International Education, 42(2), 3.
Ma, L., Du, X., Hau, K. T., & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology, 38(5), 687-707.
Mohammadi Baghmolaei, Haider, & Yousefi, Farida. (2017). The structural relationship between teacher-student interaction, academic involvement and students' adaptation to school. Journal of Education and Learning Studies, 10(2), 75-99. doi: 10.22099/jsli.2019.29377.2545. (In Persian)
Pennings, H. J., Brekelmans, M., Sadler, P., Claessens, L. C., van der Want, A. C., & van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and Instruction, 55, 41-57.
Prewett, S. L., Bergin, D. A., & Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International, 40(1), 66-87.
Qolizadeh, Azar and Yarahamdi, Khadijah (1380). Investigating communication-emotional problems of secondary school students and teachers from the perspective of students, teachers and administrators in Ahvaz city, 2019-2018. Knowledge and research of applied psychology: Islamic Azad University, Khorasgan Branch, Isfahan, 10(3), 77-98. (In Persian)
Ramseyer, F., & Tschacher, W. (2016). Movement coordination in psychotherapy: Synchrony of hand movements is associated with session outcome. A single-case study. Nonlinear dynamics, psychology, and life sciences, 20(2), 145-166.
Rosenberg, H., & Asterhan, C. S. (2018). “WhatsApp, teacher?”-student perspectives on teacher-student WhatsApp interactions in secondary schools. Journal of Information Technology Education: Research, 17, 205-226.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.
Salimi, Jamal. (2014). Phenomenology of educational interactions between teachers and students. Curriculum Studies, 10(38), 5-36.URL: https://www.jcsicsa.ir/article_60753.html?lang=fa. (In Persian)
Shahorani, Ahmed; Tarch Abhi Alisha, Gholamreza and Tarch Abhi Alisha, Alireza (1388). Investigating the relationship between the characteristics of effective teacher-student communication and math learning. Educational Leadership and Management Quarterly, 3(3), 51-67. (In Persian)
Spencer, J. (2003). Learning and teaching in the clinical environment. BmJ, 326(7389), 591-594.
Tosto, M. G., Asbury, K., Mazzocco, M. M., Petrill, S. A., & Kovas, Y. (2016). From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learning and individual differences, 50, 260-269. doi:10.1016/ j.lindif.2016.07.009.
Wentzel, K. R., Baker, S. A., & Russell, S. L. (2012). Young adolescents' perceptions of teachers' and peers' goals as predictors of social and academic goal pursuit. Applied Psychology, 61(4), 605-633. doi:10.1111/j.1464-0597.2012.00508.x.
Zahed Babelan, A. (2012). The degree of correspondence between teachers' verbal and non-verbal communication during teaching and its association with students' academic achievement. Journal of School Psychology, 1(1), 46-61. doi: d_1_1_91_3_1_3. (In Persian)