Abstract—This study examined teacher and school-based factors that support teacher-student relationships. This study addresses the problems associated with the development of positive teacher-student relationships in the PK-12 school systems, which is particularly important given the significant role that teacher-student relationships play regarding student engagement and success. Through a mixed methods triangulation design-convergence model, the researchers  used  Multiple  Linear  Regression  (MLR) and open-ended survey questions and interviews. Ninety PK-12 teachers in the United States completed an emotion regulation and teacher-student relationship survey. Associations were explored between teachers’ grade level taught, years of teaching experience, age, emotion regulation and perceived relationships with students. Four teachers volunteered to engage in an interview. In the final model, teachers’ grade level taught, years of teaching (inverse), emotion regulation expressive suppression, and closeness to students (inverse) accounted for 32.4% variance in their relationship conflict with students. In the final model, teachers’ grade level taught (inverse) and emotion regulation expressive suppression (inverse) accounted for 29.5% variance in their relationship closeness with students. Emotion-focused coping strategies are discussed in line with these results. Additionally, open-ended survey responses and interviews revealed the importance of problem-focused coping strategies. Implications for teacher and school-based practices are discussed. 

Keywords—teacher-student, relationships, emotion regulation, emotion and problem focused coping strategies

Cite: Donna L. Schnorr and Sherri L. Franklin-Guy, "The Role of Emotion Regulation and Teacher and School-Based Practices on Teacher-Student Relationships," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 234-240, 2024.

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