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Abstract
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Teacher-student relationships (TSRs) form the foundation of educational systems, significantly impacting students’ academic achievements, social competencies, and both teacher and student well-being. These relationships are pivotal as they offer avenues for the mutual construction and reconstruction of identity and socio-educational competencies. Positive TSRs create a supportive classroom environment, enhance teachers' job satisfaction, and reduce stress, while also fostering students’ learning and social development. Conversely, negative TSRs can impede these processes. TSRs are inherently emotional, as emotions shape teaching practices, teacher decisions, and the relational dynamics within classrooms. Research underscores the role of emotions in teachers’ professional development and identity construction, illustrating how cultural and contextual factors influence emotional and relational patterns. Furthermore, teachers' narratives and reflections offer valuable insights into their professional identities and emotional landscapes. Despite the well-documented importance of TSRs, there is a lack of qualitative studies examining their effects on teacher identity and emotions through autoethnographic approaches. This study aims to address this gap by exploring the influence of positive and negative TSRs on teacher identity and emotions using reflective narratives. By focusing on the researcher’s own experiences and inner feelings, this research offers unique insights into the emotional and identity dimensions of teaching. The findings contribute to a deeper understanding of TSRs, supporting the development of effective teaching practices and enhanced teacher well-being.
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