A CROSS-CULTURAL ANALYSIS OF EDUCATION AND PSYCHOLOGY PRESENTS A THOROUGH EXAMINATION OF STUDENT-TEACHER RELATIONSHIPS AND THEIR IMPACT ON STUDENT LEARNING.

Abstract

The emotional dimensions of classroom interactions between teachers and students were examined in this research via the use of a single-case study methodology. Based on the results of one case study, researchers were able to propose methods that teachers might use to establish meaningful connections with their students. The next section provided an analysis and evaluation of the most prominent ideas on the best ways to encourage healthy relationships between teachers and their students, along with the particular aspects of these interactions that were deemed crucial to the students' education. The results of this research lay out in great detail the methods that teachers might use to establish and sustain rapport with their pupils. There are four main groups that emerge from the data, and they all have their own unique characteristics. The social hierarchy in the classroom is shown by these four groups in different ways. In order to comprehend the interactions between this specific group of teachers and their students, the study utilises a constructivist approach to qualitative research. The researcher conducted this research primarily to provide empirical evidence and practical examples to the current body of knowledge on the topic of how teacher-student relationships evolve. The educational community would benefit from knowing what variables are linked to interactions between teachers and students. The researcher considers the possible educational scenarios in which these results may be useful.