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Guide to Education Innovation
ISSN Print:2789-0732
ISSN Online:2789-0740
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Identification and Governance of Problems in Teacher-Student Interaction Quality in Primary and Secondary Schools
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Information:
School of Education, Yulin University, Yulin
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Keywords:
Teacher–student interaction quality; Identification dilemma; School governance; Teacher–student relationship
- Abstract: Problems in low-quality teacher–student interaction quality in primary and secondary schools represent implicit harm that is difficult to identify in educational practice. Such problems are often embedded in routine teaching and classroom management through indifferent neglect, differential treatment, and other subtle forms of interaction. These behaviors are frequently interpreted as strict management or normal criticism, thereby complicating for schools to define behavioral boundaries and determine responsibility. The identification of problematic teacher–student interactions should take into account the persistence and target-specific nature of the behavior, as well as the power asymmetry between teachers and students. In the long run, problems in interaction quality may weaken students’ sense of self-worth and school adjustment, and may also influence peer relationships through the classroom climate. Schools should refine behavioral identification criteria, improve student feedback channels, and optimize teachers’ daily evaluation practices.
- DOI: 10.35534/gei.0603033 (registering DOI)
- Cite: Chen, R. N., & Wang, G. (2026). Identification and Governance of Problems in Teacher-Student Interaction Quality in Primary and Secondary Schools. Guide to Education Innovation, 6(3), 365−374.
