Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Socio-Cultural Determinants of Teacher–Student Relationships in Iranian EFL Contexts 71 90 8638 10.22099/tesl.2026.55343.3473 EN Behruz Lotfi Gaskaree Department of English language, University of Zabol, Sistan and Balouchestan, Iran Naser Fallah Department of English language, University of Zabol, Sistan and Balouchestan, Iran Vahid Ghafrooi Department of English language, University of Zabol, Sistan and Balouchestan, Iran Journal Article 2025 12 27 <strong><span style="font-size: 10.0pt;">Teacher–Student Relationships (TSRs) influence classroom realities and educational experiences. This study examines the socio-cultural factors that shape these relationships in the Iranian EFL context. Adopting a Constructivist Grounded Theory (CGT) design, the study employed an iterative data collection and analysis process. Sixteen participants (10 university ELT educators and 6 EFL teachers) were recruited through purposive and theoretical sampling. Data were generated through semi-structured interviews and life-history narratives and analyzed using the constant comparative method, including initial, focused, and theoretical coding, to develop a context-sensitive explanatory framework. The findings reveal three main socio-cultural factors shaping TSRs. Authoritative culture promotes power imbalance and restricts meaningful interaction. Collectivist culture substitutes genuine collaboration with group conformity. Content-focused education prioritizes syllabus coverage and summative assessment at the expense of dialogic teaching and reciprocal engagement. The study advances three interconnected theoretical concepts—Authority–Relationship Tension Cycle, Harmonized Collectivism vs. Collaborative Personalization, and Reciprocal Scaling of Content and Learning Conditions—to explain how these factors interact to constrain constructive TSRs. The findings carry important pedagogical implications. First, teacher education programs should critically address hierarchical norms. Second, instructional practices should balance authority with relational engagement. Third, curriculum and assessment reforms should create space for dialogic, needs-responsive teaching. By situating TSRs within their socio-cultural ecology, this study provides a contextually grounded framework for rethinking relational pedagogy in exam-oriented educational systems.</span></strong> https://tesl.shirazu.ac.ir/article_8638_eff2c358dc6fea45d73c79f11b400b77.pdf