Abstract:
Many studies have shown that, the teacher-student relationship is one of the most
crucial components in student learning. Student's self-regulation abilities, notably autonomy
and self-determination, can be aided by constructive teacher-student relationships. As a result
of the positive teacher-student relationships, students can achieve their personal and academic
goals if they learn to analyze and modify their conduct. Moreover, students who had good
relationships with their teachers have gradually improved their behavior. With the aim of
creating positive teacher-student relationship, it is important that teachers and students
interact in a face-to-face environment. However, transitioning to online setting because of the
pandemic has created some challenging relations amid teachers and students. Based on
preliminary data collected from the teaching staff of Azerbaijan British College, it was obvious
that the secondary school students became more neglectful since traditional classes have
started after the lockdowns. Teachers and students have been experiencing similar issues
regarding the difficulties caused by the online classes. Nevertheless, when the face-to-face
classes have started again, the teacher-student relations were distorted again, as the re adaptation process had to take place. This research comprises interview-based research that
analyzes how teacher-student relations have changed since the resumption of face-to-face
classes in Azerbaijan British College, and what are some ways that teacher-student
relationships can be enhanced. Research recommends dual approach on the advancement of
the teacher-student relationship.