When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.01Keywords:
Poor performing systems, teacher-student relationship, banking time, mental representations, child at riskAbstract
Teachers play a central role in children’s lives. Among the various factors influencing student outcomes, teacher-student relationships (TSR) are particularly important for development. Research indicates that TSR, characterised by high closeness and low conflict, best supports students. Grounded in attachment theory, this study conceptualises TSR as a dynamic process shaped by the mutual influence of both partners, with quality emerging from perceptions of accumulated shared experiences and information exchanges. Although extensive research on TSR exists, most findings come from Western contexts. The present study examines the potential effects of a relationship-based approach, namely Banking Time, in South Africa. This intervention's origins lie in a dynamic understanding of relationships and targets TSR at a dyadic level. Using a single case study design involving seven teachers and students (N = 7), I first conducted a needs assessment and then measured outcomes from teachers’ perspectives through Direct Behaviour Ratings (DBR) and self-report scales in an A–B design. Data were analysed using Non-Overlap Indices and level effect calculations. Findings reveal changes in teachers’ perceived closeness to students, perceptions of student behaviours and emotional states, and self-rated well-being. Notably, greater and more significant changes occurred in dyads where teachers initially rated student behaviour as more externalising. The discussion underscores the importance of relational histories, students’ relational and socio-cultural backgrounds, and the value of qualitative approaches to deepen the understanding of teachers’ implicit beliefs.
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