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The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being

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  • Manuela Haldimann

    (Institute of Professional Research and Competence Development, St. Gallen University of Teacher Education, 9000 St. Gallen, Switzerland
    Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland)

  • Julia Morinaj

    (Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland)

  • Tina Hascher

    (Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland)

Abstract

Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher–student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher–student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher–student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher–student relationship was reflected in the social–emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.

Suggested Citation

  • Manuela Haldimann & Julia Morinaj & Tina Hascher, 2023. "The Role of Dyadic Teacher–Student Relationships for Primary School Teachers’ Well-Being," IJERPH, MDPI, vol. 20(5), pages 1-22, February.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:5:p:4053-:d:1079188
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    1. Chu Kim-Prieto & Ed Diener & Maya Tamir & Christie Scollon & Marissa Diener, 2005. "Integrating The Diverse Definitions of Happiness: A Time-Sequential Framework of Subjective Well-Being," Journal of Happiness Studies, Springer, vol. 6(3), pages 261-300, September.
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