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Journal Article Review: Effective/Positive Teacher-Student Relationships
Olivia Jeffery
Liberty University
EDUC 624: Instructional Methods for Behavior and Learning
Dr. Dilling
July 13, 2025
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Journal Article Review: Effective/Positive Teacher-Student Relationships
Summary of the Author's Key Points
Drawing on the article "Exploring positive teacher-student relationships: the synergy of
teacher mindfulness and emotional intelligence," Xue Wang (2023) examines the synergy
between educator mindfulness, emotional intelligence (EI), and the quality of educator-learner
relations among 369 Chinese English teachers. Through the employment of structural equation
modeling, the work approves a positively strong link between educator mindfulness and quality
of educator-learner relationships. It is in terms of closeness, low conflict, and low dependency
(Wang, 2023). Mindfulness, referring to present-moment awareness as well as non-judgmental
acceptance, enables educators to effectively manage classroom dynamics, reducing stress and
enhancing empathy (Deep et al., 2025). The research also names emotional intelligence as an
intervening factor in this connection since reflective instructors possess advanced emotional
management and empathy, which support their communication with students. The research
highlights that the teachers with higher mindfulness and EI develop nurturing learning
environments, leading to more student engagement, motivation, and performance. These
findings suggest that training teachers' mindfulness and EI can enhance teacher-student
relationships with promise for guiding targeted professional development.
Personal Response
The findings of the study really ring true with my own experience as a learner, whereby
teachers who had been paying attention and were empathetic established more interactive and
supportive classroom environments. I am particularly interested in mindfulness' mediating role
in reducing teacher stress and enhancing empathy since, in my experience, relaxed, present
teachers are more available and responsive to student needs. Emotional intelligence's mediating
role is also compelling since it points to the importance of teachers' ability to control their
emotions and react with empathy to students. However, I wonder how these findings would be
applicable in different educational or cultural settings, as the research is aimed at Chinese
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English teachers. I am inspired to look at how I, as a developing educator, can apply these
abilities in order to promote healthier relationships with students by emphasizing professional
development courses to enhance mindfulness and EI. This research inspires me to prioritize self-
awareness and emotional regulation in my teaching practice to create a positive classroom
environment.
Scriptural Integration
The emphasis on caring relationships and empathy in teaching aligns with Galatians 6:2
(ESV): "Bear one another's burdens, and so fulfill the law of Christ." The verse inspires care and
compassion for others; traits found in reflective and emotionally intelligent teachers who
cultivate healthy relationships with students. Wang's research suggests that mindfulness and EI
enable teachers to notice and address students' emotional needs, as the biblical principle of
bearing one another's burdens teaches. By cultivating these traits, teachers can establish
compassionate classrooms that reflect Christ's love and concern, increasing students' academic
and emotional performance.
References
Deep, P. D., Chen, Y., Ghosh, N., & Iftekhar Ibne Basith. (2025). The impact of integrating
mindfulness in the classroom on well-being and academic success among college
students during COVID-19 and beyond. Social Sciences, 14(4), 218–218.
https://doi.org/10.3390/socsci14040218
Wang, X. (2023). Exploring positive teacher-student relationships: The synergy of teacher
mindfulness and emotional intelligence. Frontiers in Psychology, 14(14).
https://doi.org/10.3389/fpsyg.2023.1301786
