Teachers' Theories of Action of Teacher-Student Relationship Quality in Egyptian Public Schools

• In Event: Models for Improving Student-Teacher Relationships and Behavioral Support

Abstract

This ethnographic study explored 13 teachers’ perceptions regarding teacher-student relationships quality (TSRQ), working at two schools affiliated to School-University Partnership for Peer Communities of Learners (SUP4PCL), Erasmus+ funded project. The study adopted theories of actions as its theoretical framework and was informed by the attachment and self-determination theories when describing teacher-student behavioral interactions. Data were gathered through interviews, focus groups, document analysis, and participant observation while adopting a covert role. Using thematic analysis and constant comparative analysis, the majority of teachers espoused internally consistent themes and nearly half of them acted 100% congruent with their espoused theories. This study provided in-depth insight into the impact of empowerment and congruent theories of actions on having a healthy learning environment.

Authors

• Lamiaa Mohamed Fathy Eid, University of Massachusetts - Amherst

• Malak Zaalouk, The American University in Cairo