Quantitative And Qualitative Study Of Middle School Teacher-student Relationship

Education is dynamically developed, so does China’s education. During the education process, the teacher-student relationship is not only a focus of all works of life,but also the key point of educational psychology, and school psychology researching. What is “Teacher-Student relationship”? In psychology view, it is a psychological relation which forms by teacher-student communication. There are many relations in the society. The quality of life, satisfy, and happiness can be improved only if we own harmonious relationship. In school, a better relationship motivates teacher’s work and student’s study, it helps to enhance education, teaching quality and studying efficiency. More important is, the good teacher-student relationship will have a positive effect on the development of student’s psychology.In this paper, a combination of quantitative and qualitative research method is used to check the relationship between middle school student and their teacher. First, the writer made a questionnaire aim at two middle school in Shijiazhuang. The questionnaire are 1300 papers which returns 1177 papers, so that the effective rate is 90.53%. This questionnaire surveys the relation from four aspects, which are intimacy, attachment, resistance, and conflation. In terms of gender, grade and whether the class leader and so on, the relationship between different groups of high school students and teachers were analyzed. Then, the questionnaire was semi-structured in-depth interviews in selected three high school students as well as three voluntary key teachers.By recording the interview contents, transferring it into text, and using grounded theory qualitative analysis of the text, we can summarize the characteristics of post-nineties high school students, the reason of bad teacher-student relationship, the feature of popular teacher, measures to establish a good relationship between teachers and the meaning of good teacher-student relationship.Concluded that: 1. Middle school teacher-student relationship differs from grade in four dimensions, other three dimensions besides conflation have a big difference in gender, whether the student is a leader or not have a significant difference on conflation and avoidance, while it has no difference on attachment and intimacy. 2. A better teacher-student relationship needs to improve from some aspects such as emotional factors, classroom management, teachers factor, problem-solving approach, the way of education and so on. 3. The quality of the teaching profession, attitude and manner towards the students, education management and certain external factors are the important factors in determining whether a popular teacher or not. In addition, this paper also outlines the reason of bad teacher-student relationship, the sense of good teacher-student relationship,etc.