The Relationship between Teacher-Student Interaction and Student Well-Being in South Korea

Abstract

Interactions between a teacher and students are vital not only for acquiring knowledge but also for student well-being. Although student well-being is an important goal of K-12 schools, teachers are less likely to focus on it when compared to academic achievements particularly in an exam-oriented society. This study investigates how elementary school students interact with their teacher and how teacher-student interactions are related to student well-being in South Korea. Nine video recordings of a class were collected to analyze teacher-student interaction frequencies, durations, and types. This study found that student well-being was significantly correlated with the frequency and duration of teacher-student interactions. The autonomy-supportive interactions were not significantly correlated with student well-being, which might be influenced by the school culture in South Korea. This study underscores the role of teachers in supporting student well-being.