Section one: literature synthesis

McGrath and Bergen (2014) research into student-teacher relationships reveal how the

complex interactions between both parties can either positively or negatively impact student

behaviour. The article links student’s misbehaviour to negative student-teacher relationships,

as poor relationship can lead to ‘’negative attitudes towards school, adjustment difficulties,

lower school attendance, and poorer academic engagement’’ (p. 12). McGrath and Bergen

(2014) suggest that positive student-teacher relationships can improve student behaviour in

school. Their research implies that this relationship is beneficial for students as it can increase

student engagement and foster positive social relations (McGrath & Bergen, 2014).

However, According to Hue and Li (2008), the communication between students and

teachers is essential in developing positive student behaviour. This is similar to McGrath and

Bergen (2014) student-teacher relationships as supportive communication is necessary for

positive relationships. However, Hue and Li (2008) suggest student misbehaviour is formed

by poor communication, as it negatively affects the student relationships (Hue & Li, 2008).

This communication barrier adversely affects student behaviour as it causes

misunderstandings between students and teachers, provoking hostility and disrespect (Hue &

Li, 2008).