Examining Student-Lecturer Relationships at a Tanzanian University: An Understudied Dimension in Higher Education
Keywords:
Higher education; Interpersonal behaviours; Relational competence; Student-lecturer relationships; Tanzanian universitiesAbstract
Student-lecturer relationships are vital to students’ learning, yet research in higher education, particularly within Tanzanian universities, remains limited. This study examined the nature of student-lecturer relationships, differences across student demographic variables, and the factors influencing these relationships. A quantitative survey design was employed. Participants were selected through a two-step process: stratified random sampling by year of study, followed by simple random sampling from student lists, using random number generation. 1,483 undergraduates completed the Questionnaire on Teacher Interaction (QTI), which measures eight relationship dimensions: “leadership”, “friendly”, “understanding”, “student freedom”, “uncertain”, “dissatisfied”, “reprimanding”, and “strict”. Results indicated an overall moderate level of student-lecturer relationships, with leadership and understanding scoring the highest among the positive dimensions. However, “uncertain” and “reprimanding” ranked highest among negative dimensions. T-tests and ANOVA analysis revealed no significant differences based on gender, age, year of study, high school attended or GPA. Nevertheless, significant differences appeared in training type and study programme, with in-service students and those enrolled in BA. Ed. and BSc. Ed. programmes reporting stronger relationships than BEd (Sc.) students. Regression analysis revealed that training type and study programme significantly predicted student-lecturer relationships. Lower scores in friendliness and student freedom suggest limited relational engagement. The findings highlight the need for lecturers to foster greater friendliness and student autonomy while reducing “uncertain” and “reprimanding” behaviours.
https://doi.org/10.26803/ijlter.25.7.4
References
Abizada, A., & Seyidova, S. (2024). Effect of class size on student achievement at public secondary schools in Azerbaijan. Cogent Education, 11(1), 1–13. https://doi.org/10.1080/2331186X.2023.2280306
Agneessens, F., & Labianca, G. J. (2022). Collecting survey-based social network information in work organizations. Social Networks, 68, 31–47. https://doi.org/10.1016/j.socnet.2021.04.003
Aleru, G. E., & Nwovuhoma, I. J. (2024). Influence of lecturer-student relationship on student academic performance in Ignatius Ajuru University of Education in Rivers State. International Journal of Social Sciences and Humanities Reviews, 14(1), 154–168. https://www.ijsshr.com/journal/index.php/IJSSHR/article/view/935/793
Bai, L. Y., Li, Z. Y., Wu, W. X., Liu, L. Y., Chen, S. P., Zhang, J., & Zhu, J. N. Y. (2022). Student–teacher relationship: Its measurement and effect on students’ trait, performance, and wellbeing in private college. Frontiers in Psychology, 13, 1–12. https://doi.org/10.3389/fpsyg.2022.793483
Bondebjerg, A., Thorup, N., Christian, B., & Viinholt, A. (2023). The effects of small class sizes on students’ academic achievement, socioemotional development and well?being in special education: A systematic review. Campbell Systematic Reviews, 19(3), 1–36. https://doi.org/10.1002/cl2.1345
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative and mixed methods approaches (6th ed.). SAGE Publications
Doan, C. T., Le, T. T. Q., & Vu, T. Van. (2025). Examining the role of student–instructor interaction in shaping learning outcomes in higher education. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70237
Endedijk, H. M., Breeman, L. D., van Lissa, C. J., Hendrickx, M. M. H. G., den Boer, L., & Mainhard, T. (2022). The teacher’s invisible hand: A meta-analysis of the relevance of teacher–student relationship quality for peer relationships and the contribution of student behavior. Review of Educational Research, 92(3). https://doi.org/10.3102/00346543211051428
Fox, W. H., & Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering course. Australasian Journal of Educational Technology, 35(5), 79–94. https://doi.org/10.14742/ajet.3804
Goldie, P. D., & O’Connor, E. E. (2021). The gender achievement gap: Do teacher–student relationships matter? Journal of Psychological Research, 26(2), 139–149. https://doi.org/10.24839/2325-7342.jn26.2.139
Hagenauer, G., Muehlbacher, F., & Ivanova, M. (2023). “It’s where learning and teaching begins ? is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective. Higher Education, 85, 819–835. https://doi.org/10.1007/s10734-022-00867-z
Hagenauer, G., Raufelder, D., Ivanova, M., Bach, A., & Ittner, D. (2024). The quality of social relationships with students, mentor teachers and fellow student teachers and their role in the development of student teachers’ emotions in the practicum. European Journal of Psychology of Education, 39, 4067–4089. https://doi.org/10.1007/s10212-024-00847-0
Huong, V. T. M., Tung, N. T. T., & Hong, T. T. M. (2023). Teaching and learning in large classes at universities during the Covid-19 pandemic: A view of Vietnamese students. International Journal of Instruction, 16(3), 307–324. https://doi.org/10.29333/iji.2023.16317a
Kanyangale, M. & Sibanda, R. (2021). Recipe of poor performance: Case of a misaligned organisational architecture of a TVET Campus. Academic Journal of Interdisciplinary Studies, 10(1), 83-95. https://doi.org/10.36941/ajis-2021-0008
Kavenuke, P. S. (2024). Instructors’ interpersonal interaction with students in a Tanzanian university: A study of students’ perceived interpersonal characteristics of instructors. Journal of University Teaching and Learning Practice, 21(9). https://doi.org/10.53761/1jqvt263
Kavenuke, P. S. (2026). From struggles to strengths: A personal journey towards pedagogical competence development. In A. Muthanna, H. N. Tandberg, & M. S. Khine (Eds.), Pedagogical competence development in higher education: Volume 2: Navigating reflective practices and transformative pedagogies (pp. 13–34). Routledge. https://doi.org/10.4324/9781003679233-3
Kavenuke, P. S., & Kinyota, M. (2023). Gender inequalities in higher education in Tanzania: Investigating the influence of parents’ socioeconomic status. Papers in Education and Development, 41(2), 39–57. https://doi.org/10.56279/ped.v41i2.3
Kervinen, A., Portaankorva-Koivisto, P., Kesler, M., Kaasinen, A., Juuti, K., & Uitto, A. (2022). From pre- and in-service teachers’ asymmetric backgrounds to equal co-teaching: Investigation of a professional learning model. Frontiers in Education, 7, 1–13. https://doi.org/10.3389/feduc.2022.919332
Lisio, G. Di, Roa, Antonio, M., Halty, A., Berastegui, A., Losada, Alba, C., & Pitillas, C. (2025). Nurturing bonds that empower learning: a systematic review of the significance of teacher-student relationships in education. Frontiers in Education, 10, 1–15. https://doi.org/10.3389/feduc.2025.1522997
Liu, X. (2024). Effect of teacher–student relationship on academic engagement: the mediating roles of perceived social support and academic pressure. Frontiers in Psychology, 15, 1331667, 1–8. https://doi.org/10.3389/fpsyg.2024.1331667
Mallik, B. (2023). Teacher-student relationship and its influence on college student engagement and academic achievement. Anatolian Journal of Education, 8(1), 93–112. https://doi.org/10.29333/aje.2023.817a
Mohd, T. N., & Haque, M. (2024). Preparing the younger generation for an aging society: strategies, challenges, and opportunities. Cureus, 16(7). https://doi.org/10.7759/cureus.64121
Mundelsee, L., & Reschke, K. (2025). Classroom interactions: The role of students’ gender, classroom subject, and social relations for student hand raising, teacher calls, and student talk time. International Journal of Educational Research, 133, 1–15. https://doi.org/10.1016/j.ijer.2025.102711
Näykki, P., Kontturi, H., Seppänen, V., Impiö, N., & Järvelä, S. (2021). Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi. Journal of Education for Teaching, 47(4), 495–512. https://doi.org/10.1080/02607476.2021.1904777
Okoye, F. (2023). Shifting from the old frame of reference to (w)holistic teacher-student relationship in higher education institution: A case of the University of the Free State. South African Journal of Higher Education, 37(5), 187–202. https://doi.org/10.20853/37-5-5406
Okoye, F. (2024). Pedagogical relations as a decolonisation tool in African higher education: Reflection on the ethics of care, respect, and trust. Transformation in Higher Education, 9, 1–9. https://doi.org/10.4102/the.v9i0.322
Olayide, O. A., Jacob, U. S., Opesemowo, O. A. G., & Adewuyi, H. O. (2024). Lecturer-student interaction patterns and academic engagement: The university dynamics. Journal of Education and Teaching, 5(3), 230–246. https://doi.org/10.51454/jet.v5i3.427
Pervin, M. M., Ferdowsh, N., & Munni, I. J. (2021). Teacher-student interactions and academic performance of students. Dhaka University Journal of Biological Science, 30(1), 87–93. https://doi.org/10.3329/dujbs.v30i1.51812
Pinto, A. F., Mjøen, O. M., & Reed, N. P. (2025). From school to university: staff perspectives on supporting student inclusion and wellbeing. Frontiers in Education, 10, 1681017 1–9. https://doi.org/10.3389/feduc.2025.1681017
Schimmelpfennig, F. (2025). Effects of the teacher?student relationship on the learning and achievement motivation of high?tracking school students in adolescence. European Journal of Psychology of Education, 40(52), 1–26. https://doi.org/10.1007/s10212-025-00952-8
Taherdoost, H. (2021). Data collection methods and tools for research; A Step-by-step guide to choose data collection technique for academic and business research. International Journal of Academic Research in Management, 10(1), 10–38. https://hal.science/hal-03741847
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82, 993–1011. https://doi.org/10.1007/s10734-021-00711-w
Uleanya, C. (2020). Exploring effects of lecturers–students’ relationship on students’ academic performances in selected rural universities. Interchange, 51(4), 345–360. https://doi.org/10.1007/s10780-019-09377-x
Uleanya, C. (2021). Exploring undergraduates’ perception on assessments and feedbacks at selected Nigerian and South African rural universities. Universal Journal of Educational Research, 9, 836–843. https://doi.org/10.13189/ujer.2021.090417
University of Dar es Salaam. (2025). Undergraduate prospectus 2025/2026. Author. https://www.udsm.ac.tz/sites/default/files/UNDERGRADUATE_PROSPECTUS_2025-2026.pdf
Wei, M., den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12(3), 157–174. https://doi.org/10.1007/s10984-009-9059-6
Wubbels, T., & Brekelmans, M. (2012). Teacher–student relationships in the classroom. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1241–1255). Springer. https://doi.org/10.1007/978-1-4020-9041-7_80
Wubbels, T. (2017). A knowledge base for teachers on teacher–student relationships. In L. Florian & N. Panti? (Eds.), Teacher education for the changing demographics of schooling: Issues for research and practice (pp. 67–82). Springer. https://doi.org/10.1007/978-3-319-54389-5_6
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 1–10. https://doi.org/10.3389/fpsyg.2021.708490
Yeh, T.-M., Lu, H.-Y., Su, C.-W., & Pai, F.-Y. (2026). Exploring factors influencing regular exercise intention in high school females: An empirical study based on the theory of planned behavior. SAGE Open, 16(1), 1–14. https://doi.org/10.1177/21582440261416168
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Patrick Severine Kavenuke
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
