The Relationship between Teaching Style and Teacher Relationship Quality Madrasyah Ibtidaiyah

Miratun Lisa, Mampanyompa Mampanyompa, Aqodiah Aqodiah

Abstract



Abstract: This study aims to identify variations in teachers' teaching styles in Madrasah Ibtidaiyah and the factors that influence them, both from internal aspects such as teachers' educational background and teaching experience, as well as external aspects such as the school environment and students' characteristics. The results show that teaching styles have a strong correlation with the quality of teacher-student relationships. Democratic and participatory teaching styles tend to build more positive and communicative relationships, while authoritarian and permissive styles tend to weaken emotional closeness and effective communication. Therefore, teachers are expected to be more reflective in choosing teaching styles that suit students' needs. Continuous pedagogical training and institutional support are needed to encourage adaptive approaches and harmonious teacher-student relationships. Further research is recommended to explore other factors such as the role of technology and school culture in strengthening the relationship.


Keywords


Education, Madrasah Ibtidaiyah, Teacher Perception, Learning Practice.

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References


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