As a context-dependent phenomenon, the teacher–student relationships (TSR) remain an under-researched field. The purpose of this study was to voice teachers’ perceptions of the influential factors affecting TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ perceived factors influencing TSR. The participants (N = 17) were English language teachers with different professional Backgrounds (M_age = 31.27; experienced = 9, novice = 8) teaching in public middle schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that teachers’ effective classroom techniques such as teacher attention and verbal immediacy were perceived as the dominant factors influencing TSR quality. Also, effective contextual factors, as well as participants’ attributes and behaviors as the influential factors in TSR, were discussed by the teachers to understand their perceived dimensions of TSR. The findings of this study could be used in teacher education programs to design positive interventions for enhancing teachers’ understanding of the factors involved in TSR.

作为一种依赖情境的现象，师生关系 (TSR) 仍然是一个研究不足的领域。本研究的目的是表达教师对影响 TSR 的影响因素的看法。使用定性的现象学设计，我们试图详细描述教师对影响 TSR 的感知因素。参与者（N  = 17）是具有不同专业背景（M_年龄 = 31.27; 有经验= 9，新手= 8）在伊朗公立中学任教。通过密集的半结构化访谈收集数据，并通过应用于心理学研究现象学的五步法进行分析。数据分析揭示了关于教师感知的三个一般主题，其中包含几个组成部分。我们发现，教师的有效课堂技巧，如教师注意力和语言即时性，被认为是影响 TSR 质量的主导因素。此外，教师还讨论了有效的情境因素以及参与者的属性和行为作为 T​​SR 的影响因素，以了解他们对 TSR 的感知维度。