The impact of positive teacher-student relationships on student behavior: an explanatory mixed methods study

Abstract

The quality and importance of teacher-student relationships (TSRs) have long been recognized as a cornerstone of effective teaching and learning. Research consistently highlights positive TSRs as a critical factor in educational outcomes (e.g., Fraser & Walberg, 2005; Grossman & Bulle, 2006; Pianta & Stuhlman, 2004; Wentzel, 1999). Teachers’ and students’ perceptions of TSRs have been associated with students’ academic achievement, behavior, attendance, and expectations for educational success (Robinson, 2022). However, less is known about how teachers perceive the impact of these relationships on classroom behavior and the relational practices used to cultivate them. The purpose of this explanatory mixed methods study explores the impact of positive teacher-student relationships on student behavior, focusing on the teacher’s perspective. Quantitative data was collected through an online survey distributed via Qualtrics and shared through teacher organizations and social media platforms. Descriptive statistics were used to analyze teachers’ perceptions of TSR impact, the importance and frequency of relationship-building strategies, motivations for relationship-building, and perceived barriers. Qualitative data was gathered through semi-structured interviews with three elementary teachers and analyzed using a two-cycle coding process, including value, descriptive, and pattern coding to identify overarching themes. Findings indicated that teachers overwhelmingly perceive positive TSRs as influential in improving student engagement, motivation, classroom climate, and behavioral outcomes. Five major themes were constructed from the qualitative analysis: (1) All Relationships Matter, (2) Classroom Management, (3) Intentional Relational Strategies, (4) Student Voice Matters, and (5) Institutional Constraints on Relationship-Building. While teachers prioritized relational practices, they also identified systemic barriers such as time constraints, limited professional development, and rising behavioral challenges. Implications highlight the need for targeted training, structural supports, and schoolwide practices that center relationship-building as a foundational component of effective classroom management and student behavioral support.