The teacher–student relationship is one of the most powerful elements within the learning environment. A major factor affecting students’ development, school engagement and academic motivation, teacher–student relationships form the basis of the social context in which learning takes place (Hughes & Chen, 2011; Roorda et al., 2011; Spilt, Koomen & Thijs, 2011). Teacher–student interactions are not only influenced by a number of aspects including gender, but in turn also influence a student’s academic outcomes and behaviour. Supportive and positive relationships between teachers and students ultimately promote a “sense of school belonging” and encourage students to “participate cooperatively in classroom activities” (Hughes & Chen, 2011, p.278).

 

 

NSW Quality Teaching Model

 

The NSW Quality Teaching model has been developed as a self-reflection tool to be used by teachers in order to understand, analyse and focus their own teaching practices for improved student learning. Comprised of three ‘dimensions’ of pedagogy, the NSW Quality Teaching model, provides a “consistent pedagogical framework within which all NSW teachers and schools can operate” (NSW DET, 2003, p.5). The three dimensions of Intellectual Quality, Quality Learning Environment and Significance are observable in classrooms across all stages of schooling. These three dimensions are central factors, not only impacting on the learning taking place in the classroom but also the quality of teacher–student interactions within the learning environment. There are a number of issues impacting each of the dimensions that have been chosen as exemplars for their role in the teacher–student relationship: gender, academic outcomes and student behaviour. Hammond identifies quality teaching as “the major factor in students’ educational success” (2008, p.128).