Influence of Teacher-Student Relationships on Academic Achievement in Primary Education

Researchers at the University of Las Palmas de Gran Canaria have published a study examining the role of teachers as "significant others" in primary education, specifically investigating the interrelationship between teaching styles and teacher-student relationships on academic achievement. The study analyzed data from 21,126 students in the sixth grade of primary education in an outermost region of the European Union, who were enrolled during the 2018/2019 academic year. The findings indicate that a participative teaching style and positive teacher-student relationships have a positive influence on academic achievement, while a directive teaching style and negative teacher-student relationships have a negative effect.

Key Takeaways:

• The study highlights the importance of teacher-student relationships in academic achievement, with a positive influence on student outcomes.
• A participative teaching style, characterized by involving students in decision-making and promoting active learning, was found to have a positive impact on academic achievement.
• In contrast, a directive teaching style, characterized by instruction and control, was found to have a negative impact on academic achievement.
• The interrelationship between a participative style and teacher-student relationships exerts a positive influence on academic achievement, while the interrelationship between a directive style and negative teacher-student relationships has a negative effect.
• The study's findings emphasize the importance of social interaction processes within the classroom on academic performance.
• The research involved a census of 21,126 students, enrolled in the sixth grade of primary education in an outermost region of the European Union, during the 2018/2019 academic year.

Statistics:

• 21,126 students were involved in the study, representing a census of the sixth-grade population in the outermost region of the European Union.
• The study assessed student achievement through proficiency tests in Language Communication, English, Mathematics, and Science-Technology.
• The data collected in 2018/2019 academic year provides a robust sample size for research on primary education.

Sources:

• Influence of the teacher role on academic performance in primary education. Humanities & Social Sciences Communications, 2025,12(1):1-15. The publisher for Humanities & Social Sciences Communications is Springer Nature.
• https://doi-org.sdpl.idm.oclc.org/10.1057/s41599-025-05700-3