HomeAbstract of 10th-tleconfA Multidimensional Model of Student-Teacher Relationships in Higher Education

A Multidimensional Model of Student-Teacher Relationships in Higher Education

  • Apr 10, 2026
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Abstract Book of the 10th International Academic Conference on Teaching, Learning and Education

Year: 2026

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A Multidimensional Model of Student-Teacher Relationships in Higher Education

Daliborka Pašić

ABSTRACT:

Student-teacher relationships constitute a critical yet underexplored dimension of higher education, particularly from the teacher perspective. This qualitative study employs inductive thematic analysis to examine which dimensions constitute quality student-teacher relationships and identify contributing factors. Data were collected from 153 university teachers at the University of Zagreb through open-ended questionnaire responses. Following Braun and Clarke’s six-step framework, responses were systematically coded using Taquette software and analyzed iteratively to identify emergent themes. The analysis revealed a comprehensive four-dimensional model: (1) Teacher Dimensions, encompassing personal qualities, engagement, enthusiasm, and genuine interest in students; (2) Student Dimensions, including student characteristics, engagement, and motivation; (3) Mediators, comprising course content, classroom climate, workload pressures, group dynamics, generational characteristics, and reciprocity; and (4) Transcendental Factors, featuring active learning methods, anecdotes, humor, feedback, clear expectations, strategic pauses, and balance. Results indicate teachers recognize the reciprocal nature of relationship-building and their role in student-centered learning paradigms. The model’s novelty lies in its comprehensive integration of all stakeholder dimensions and contextual factors affecting relationship quality. Limitations include single-coder analysis and convenience sampling. Future research should incorporate student perspectives and validate the model empirically across larger, more diverse samples to enhance generalizability and theoretical robustness.

Keywords: Qualitative Methodology; Thematic Analysis; Educational Relationship; Teacher Perspective; Student-Centered Learning