Teacher-Student Relationships and Students’ Learning Experiences: A Narrative Inquiry

This article explores the teacher-student relationship and its influence on students’ learning experiences academic performance. The authors acknowledge limited research conducted in this specific domain emphasize need to delve into impact of activities. Employing interpretivism narrative inquiry as chosen methodology, explore six participants, encompassing students from diverse educational institutions. By drawing upon cognitive constructivist theory, social attachment systematically investigates whether fosters development curiosity passion for learning. findings reveal multifaceted nature relationship, identifying key dimensions that significantly enhance experiences, including qualities such love, care, responsibility, empowerment, motivation. Conversely, negative aspects humiliation, irresponsibility, misbehavior, punishment were found detrimentally outcomes Moreover, study highlights instrumental role a positive motivational catalyst students, fostering their genuine interest substantially improving achievements. Overall, sheds light prevailing dynamics practices relationships within context public schools, with ultimate goal enhancing student outcomes.