The Quality of EFL Teacher-Student Relationship in Iranian Higher Education: A Mixed-Method Study

The present study utilized a sequential mixed-method approach to examine the perspectives of university professors and students on Teacher-Student Relationships (TSRs) in Iranian universities. The focus was on three dimensions of behavior: emotional, social disposition, and ecological. Data were collected from 100 English as a Foreign Language (EFL) Higher Education (HE) students and 36 professors. Quantitative data were obtained through two researcher-made scales, the reliability of which was ensured through Alpha coefficient. The content validity of the scales was also checked using Content Validity Ratio (CVR). The results obtained from the students revealed no statistically significant difference in social disposition and ecological behaviors; however, there was a statistically significant difference in emotional behaviors. The professors also reported no significant difference in social disposition and ecological behaviors, but a statistically significant difference was found in emotional behavior. Qualitative data from interviews with students and professors confirmed the importance of all three dimensions in forming relationships. Nonetheless, the interviews also revealed how the roles of professors and students could affect these behaviors. Quality indicators, such as care, support, and sociability were identified within the dimensions. The study also found that contextual and individual factors play a role in the TSR. The implications of the results on how to form positive relationships in HE are discussed.