نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبان انگلیسی،دانشگاه زابل، زابل، ایران
2 دانشگاه زابل-گروه زبان انگیسی
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: Teacher-student relationships are a key component of the teaching-learning process, and they play a particularly important role in English language classrooms due to the interactive nature of language learning. In authoritarian educational contexts and cultures with high power distance, institutional norms often render classroom interactions formal, hierarchical, and cautious, which can hinder the development of collaborative relationships. This study aimed to explore English language teachers’ professional experiences of teacher-student relationships in Sistan and Baluchestan province and to draw implications for teacher education. Methods: A qualitative design was adopted, using six-stage thematic analysis. Data were collected through in-depth, semi-structured interviews with 18 participants, including 12 secondary school English teachers and 6 teacher educators, selected through purposive sampling. Data analysis was conducted concurrently with data collection using open, axial, and selective coding. Findings: Four main themes emerged: ongoing tension between maintaining teacher authority and promoting collaborative interaction; conflict between emotional accessibility and the need to preserve formal distance; lack of systematic training in communication skills in teacher education programs; and the impact of grade-oriented assessment on the emergence of instrumental relationships in class. Conclusion: Teacher-student relationships in this context are often formal and cautious, and teachers struggle to balance authority and intimacy. Strengthening communication skills training in teacher education and revising assessment practices may enhance classroom interactions.
کلیدواژهها [English]
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