identifying the dimensions and components of primary teachers' caring relationship (A systematic review)

Subject Areas : Education

Ehteram Farasati ¹ (Ph.D. Student in Educational Management, Department of educational science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.)
Susan Laei ² (Department of educational science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.)
faranak mosavi ³ (Associate Professor, Department of Educational manament, Faculty of literature and Humanities, Kermanshah Branch, Islamic azad University, Kermanshah, Iran.)
bahman saidipour ⁴ (Professor of Administration, Department of Educational Siences, Payame Noor University, Tehran, Iran.)

Received: 2021-09-13 Accepted : 2022-07-12 Published : 2023-10-23

Keywords: "Caring relationship", "supportive relationship", "teacher-student relationship",

Abstract :

Introduction: Improving students' relationships with teachers has important, positive, and long-lasting implications for students. Therefore, the aim of this study was to identify the dimensions and components of primary teachers' caring relationships.
research methodology: The method used in this study is a systematic review, relying on the method of Petty Crow and Roberts (2006) in systematic studies in social sciences. To identify the dimensions and components of primary teachers' caring relationships, first the research questions and search terms in Persian and English were identified and the appropriate databases for receiving relevant resources (including Eric, Scopus, ScienceDirect, and Google Scholar) were identified. In order to select and determine the appropriate articles, criteria were determined based on which the scientific quality of the relevant studies was assessed and the answers to the research questions were extracted. Systematic search according to keywords reached 154 pieces of research, which finally determined 14 pieces of research that met the criteria for in-depth analysis.
Findings: By extracting the dimensions of a caring relationship, a total of 29 components were extracted, which are the components of the existence of an interactive teacher-student relationship and not a top-down relationship; Effective classroom management; Recognize students' abilities, needs, and preferences; The level of academic ability and progress of students; Meeting the cultural, educational and personal needs of students; Good mood and kindness in dealing with students; Extraversion and students' desire for emotional or academic support; and teacher-student attitudes and views towards each other had the highest repetition among the studied sources.
Conclusion: Identifying and extracting the ingredients of an effective and positive relationship is therefore essential in order to emphasize and focus on strengthening the components of this relationship.