The Key Components of Teacher-Student Relationships – A New Perspective on an Old Topic
|Year of publication
|Appeared in Conference without Proceedings
|MU Faculty or unit
|Over 40 years, the researchers have been investigating the nature and quality of relationships between students and teachers, their impact and development. There is a growing consensus that teacher-student relationships (TSR) play a crucial role in motivating and engaging students to learn (Wentzel, 2009) in academic achievement domains as well as it is essential for students’ well-being (Battistich, Solomon, Brophy & Good, 1974, 1986; Hoagwood & Johnson, 2003; Pianta, 2011; Wubbels, den Brok, van Tartwijk & Levy, 2012). Despite these compelling results there is no systematic research focusing on TSR topic in the Czech Republic. One of the goals of my dissertation (I want to present one part of my dissertation at the ECER conference) is to draw attention to this very important topic and in this way I would like to attempt to start a discussion about foreign experience and possibilities of improving education through deliberate work on relationships in the classroom.