Exploring University Lecturers’ Perceptions of Student–Teacher Relationships

Abstract

Student–teacher relationships in higher education influence engagement, learning outcomes, and inclusive academic environments, yet lecturers’ experiences remain underexplored in the Afghan context. This study examines university lecturers’ perceptions of student–teacher relationships. Semi-structured interviews were conducted with 12 lecturers across faculties at Shaikh Zayed University. Data were analyzed through thematic coding. Findings indicate that lecturers conceptualize student–teacher relationships through three interrelated dimensions: relational trust, professional boundaries, and contextual constraints. The findings from thematic analysis yielded five overarching relational themes – Trust, Communication, Inclusion, Challenges, and Adaptation – each encompassing multiple subthemes. Key findings indicate that positive relationships are built on mutual respect, open dialogue, and inclusive pedagogy, which foster student confidence and engagement. However, institutional constraints (large classes, heavy workload) create tensions that lecturers must navigate through adaptive strategies. The study highlights teaching as fundamentally relational work, requiring ongoing emotional responsiveness and negotiation between caring impulses and authority. Implications are drawn for practice and policy (e.g. teacher training, resource allocation) to support relationship-centered teaching in Afghan higher education. The study concludes that strengthening relational pedagogy requires institutional support and reduced teaching loads.