Developing and Maintaining Teacher-Student Relationships in Primary School: An Interpretative Phenomenological Analysis

A positive teacher-student relationship (TSR) is dyadic in nature and associated with positive outcomes for both teachers and students. Despite its importance, less is known about the lived experience and nuances of the TSR particularly among teachers of primary aged students. In the present study, Interpretative Phenomenological Analysis (IPA) is used to explore the experiences of three primary school teachers. IPA explored the development and maintenance of TSR, through semi-structured interviews, focusing on individuals’ own values and beliefs and how this impacted their relationships. The study found five subordinate themes: the role of the teacher; the importance of an individualized ideology; teachers own core values and belief systems; teachers support, enjoyment, and job satisfaction; and teachers as students: then and now. The findings have important implications for educators and researchers seeking to understand how best to support the development and maintenance of positive TSR in early years education