The 'balancing acts' of building positive relationships with students: Secondary school teachers' perspectives in England and Spain. (November 2019)

• Record Type: Journal Article
• Authors: García-Moya, Irene; Moreno, Carmen; Brooks, Fiona M.
• Is Part Of: Teaching and teacher education. Volume 86(2019)
• Publication Date: 2019-11
• Subjects: Teacher-student relationship -- Teacher role -- Secondary schools -- Qualitative research -- Teachers' perspectives; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102883
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This qualitative study explores teachers' views on the salience of relationships with students in their professional roles, and the benefits and potential tensions associated with relationship building. Thematic analyses of semi-structured interviews conducted in England and Spain with 20 secondary school teachers show an ambiguous status of relationship building, with diverse views on its centrality in teachers' professional roles. Teachers also describe the complex balancing acts they perform in relationships with students and express difficulties and uncertainties around well-being, authority, and student behaviour. Highlights: Relationship building is not unambiguously seen as a central aspect of effective teaching. Teachers mostly frame relationship building as each teacher's personal choice. Teachers feel they need to juggle conflicting elements in their relationships with students. Teachers experience challenges in managing authority and relationships, especially with behaviourally challenging students. Strengthening teachers' skills to build relationships while protecting their well-being should be a priority.