Socio-Cultural Determinants of Teacher–Student Relationships in Iranian EFL Contexts: A Grounded Theory Study

Articles in Press

Document Type : Research Paper

Authors

1 Department of English Language, Faculty of Literature and Humanities, University of Zabol, Zabol

2 Department of English language, University of Zabol, Sistan and Balouchestan, Iran

Abstract

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 drew on an iterative process of data collection and analysis. 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.

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Main Subjects

Teaching English as a Second Language Quarterly

Articles in Press, Accepted Manuscript
Available Online from 02 May 2026

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History

  • Receive Date: 27 December 2025
  • Revise Date: 18 April 2026
  • Accept Date: 02 May 2026

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