The Relationship Between Personality Characteristics with Teacher-Student Relationship Quality in Students of High School

Teacher-student relationship is one of the basic interpersonal relationships among students in school environment, and it‘s important for students’ development. The aim of present study was to investigate the relationship between personality characteristics with teacher-student relationship quality among student of high school. The study was conducted among 200 second grade male students of high school in Ahvaz city who were selected through multi-stage random sampling method. The instruments used in this study were NEO- Personality Inventory- Revised (NEO-FFI, Costa & McCrae, 1992) and Inventory of Teacher-Student Relationship (IT-SR, Murray & Zvoch, 2011 a,b). Data were analyzed using correctional analysis and multiple regression analysis. The findings of this study indicated that teacher-student relationship quality had positive relationship with agreeableness (P ≤ 0.01), openness to experience (P ≤ 0.05), neuroticism (P ≤ 0.05) and conscientiousness (P≤0.05) were significant. The results of Hierarchical multiple regression analysis indicated that among Predictor variables (conscientiousness, agreeableness, openness to experience, extraversion and neuroticism), agreeableness             (β : 0.25, P ≤ 0.002), and openness to experience (β: - 0.16, P ≤ 0.02), neuroticism (β :- 0.13, P ≤ 0. 04) were significant predictors  for teacher-student relationship quality. Also the results of Stepwise multiple regression analysis indicated that among predictors variables, agreeableness (β : 0.28,     P ≤ 0.0001) and openness to experience (β : -0.18, P ≤ 0.009), has the most powerful prediction power to the criterion variable.