Initial Findings of Pre-Service Teachers' Knowledge and Understanding of Student-Teacher Relationships

Abstract

Student-Teacher Relationships (STRs) are a critical component of effective teaching and learning, contributing to student engagement, academic achievement, and teacher well-being. Despite its importance, little attention is given to STR-related skills in pre-service teacher education. This lack of preparation may leave future educators under-prepared to establish and maintain positive relationships with their students. The present study investigates pre-service teachers’ knowledge, perceptions, and confidence regarding STRs to examine how teacher education programs influence their readiness for classroom practice. A qualitative, exploratory design was used through focus group discussion with education majors at East Carolina University. The questions were adapted from the Teachers’ Sense of Efficacy Scale, prompting participants to reflect on strategies for student engagement, behavior management, and relationship-building. An analysis from the focus groups was used to identify recurring patterns across participant responses, highlighting both strengths and gaps in pre-service teachers’ preparedness. Findings from this study provide insight into how pre-service teachers understand STRs and their perceived readiness to implement them in practice. By addressing these perspectives, this research will address the need for enhanced teacher education curriculum that prioritizes STRs as a foundational teaching skill. Improving pre-service teachers’ preparation has the potential to create more supportive, effective, and inclusive classroom environments.