The Research on the Correlation between Innovation in Teacher-Student Interaction Models and the Optimization of Teaching Evaluation in Primary Education Majors: A Multiple Linear Regression Approach

From the perspective of educational innovation, this study investigates the correlation between teacher-student interaction models and teaching evaluation within the context of primary education majors. Using SPSS 24.0 statistical software and multiple linear regression analysis, we conducted a structured questionnaire survey on 226 primary education majors in C College, focusing on three core dimensions: (1) demographic characteristics, (2) consistency between ideal and actual teacher-student relationships, and (3) interaction patterns and teaching evaluation results. Descriptive statistics show that there is a significant gap between students' ideal “friend relationships” (27.62%) and their actual “friend relationships” (7.45%), while online communication through platforms such as WeChat accounts for 36.39% of interactions, reflecting a shift towards digital participation. Regression analysis shows that satisfaction with teacher-student relationships has a significant positive impact on all dimensions of teaching evaluation (β=0.778, p<0.001), explaining approximately 23% of the variance in the overall evaluation results. These findings emphasize the crucial role of relationship satisfaction in improving teaching effectiveness.