Exploring and enhancing teacher-pupil relationships using Video Interaction Guidance

Abstract

Research indicates that teacher-pupil relationships influence pupils both academically and psychologically. The quality of teacher pupil-relationships is associated with a range of outcomes for children and young people. This systematic literature review aimed to explore what is known about interventions to improve teacher-pupil relationships and to discuss the characteristics and effectiveness of these interventions. The process was guided by the seven stage systematic method outlined by Petticrew and Roberts (2008). Five studies were selected using inclusion and exclusion criteria. Each study employed a teacher-focused intervention within an educational setting. The findings of the review indicate that interventions designed to improve teacher-pupil relationships had some significant effects on the reported quality of teacher-pupil relationships. Though it is acknowledged the effects were often correlational as opposed to causal. Comparison of findings across and between studies was difficult as each study measured a range of constructs relating to teacher-pupil relationship quality and employed different methods to do so. The majority of research on improving teacher-pupil relationship quality has been conducted solely from the perspective of the classroom teacher. Consequently, children’s perceptions of the quality of their relationships and the impact of the interventions were absent from the studies. Further research into the contextual and dyadic aspects of relationships, from both teacher and pupil perspectives, may help to develop understanding about how teacher-pupil relationships can be enhanced.