The Role of Teacher-Student Relationships in Adolescent Emotional Development
Keywords:
Adolescence, Emotional Development, Teacher-Student Relationship, Qualitative Research, Bangladesh, School Psychology, Emotional SupportAbstract
Objective: This study aimed to explore how teacher-student relationships influence the emotional development of adolescents.
Methods and Materials: The study employed a qualitative research design using an exploratory approach. Data were collected through semi-structured interviews with 29 participants, including both secondary school teachers and adolescent students from diverse urban and rural regions of Bangladesh. Participants were selected through purposive sampling to ensure diversity in gender, experience, and context. The interviews continued until theoretical saturation was reached. All interviews were transcribed and analyzed using thematic analysis, supported by NVivo software to systematically code and categorize data into emerging themes.
Findings: Three major themes emerged from the data: emotional support from teachers, trust and communication, and the impact of teacher relationships on adolescent emotional growth. Emotional support included teacher empathy, motivation, and individualized attention. Trust and communication were characterized by open dialogue, cultural sensitivity, and confidentiality. Finally, emotional outcomes such as increased self-confidence, emotional regulation skills, and a stronger sense of belonging were linked to positive teacher-student relationships. Quotations from participants highlighted how emotionally attuned teacher behaviors shaped students’ psychological safety and well-being.
Conclusion: In the context of Bangladesh, where emotional expression in schools is often overlooked, the study suggests that teachers can be pivotal figures in guiding emotional maturity.
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