teacher-student relationship

Purpose: This study aims to develop a comprehensive scale for assessing the teacher-student relationship by integrating elements from various established theories in educational psychology. Methodology: The study employed a systematic review approach, following the framework by Oakley and Shabrams (2010), to synthesize dimensions from attachment theory, interpersonal theory, social support theory, and self-determination theory. Items for each dimension were adapted from existing validated questionnaires. The initial scale comprised 80 items and was subjected to face and content validity assessment by an expert panel. Content Validity Ratio (CVR) and Content Validity Index (CVI) were calculated to ensure the relevance and essentiality of the items. Findings: Six core dimensions were identified: emotional support, conflict, autonomy and independence, self-worth and competence, instrumental support, and informational support. The final student version comprised 32 items, while the teacher version included 30 items. The validation process confirmed that the items accurately reflect the theoretical constructs and are relevant to the educational context. The findings align with existing literature, emphasizing the importance of emotional and instrumental support, effective conflict management, and the role of autonomy in enhancing student engagement and academic performance. Conclusion: The developed scale provides a comprehensive and validated tool for assessing the teacher-student relationship, integrating key dimensions from multiple theoretical perspectives. This tool can be used for both research and practical applications, helping educators to foster positive interactions that enhance student engagement, a

This article delineates the core duties of a teacher as articulated within Nel Noddings' ethics of care, a relational philosophy that fundamentally reconceptualizes education. Moving beyond conventional models of instruction, Noddings positions the teacher as a "carer" whose primary ethical obligation is to foster authentic, reciprocal relationships that support holistic student development. The teacher's responsibilities encompass authentically modeling care through daily actions; engaging in open, exploratory dialogue; creating opportunities for students to practice caring; confirming students' best moral motives and potential; responsively attending to expressed and inferred needs; cultivating an overarching classroom climate of care; prioritizing caring relations over systems of control and standardization; and practicing engrossment and motivational displacement. These interconnected duties collectively reorient pedagogy from a focus on authority and curricular delivery to one centered on ethical encounter, responsiveness, and the nurturing of students' capacity to care. The argument demonstrates that in Noddings' framework, the caring relation is both the essential means and a paramount end of education, wherein academic learning and moral development are inextricably linked within a context of trust and mutual respect. The teacher's ultimate aim is to educate individuals capable of sustaining caring relationships throughout their personal, civic, and intellectual lives.