The Impact of Teacher-Student Relationships on Teacher Identities: Voices From a Chinese University

This study explored the impact of teacher-student relationships on teacher identities, focusing on perceptions and recognition. Adopting a mixed-methods approach, quantitative data were gathered through questionnaires from Chinese mathematics and economics students regarding their perceptions of their local English teachers’ roles. Qualitative insights were obtained through focus group discussions with these teachers, analysing both student responses and related topics. Sociocultural analysis was applied, emphasising a relational approach. Results revealed a paradoxical relationship, where participants valued closeness with students, but also sought some distance due to the pressure caused by it. The resulting stress may influence preferred teacher identities and well-being, necessitating further research on teacher-student connections.