ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— — This research study explored the affective domain of 10 teacher-learner relationships using a qualitative study design. This qualitative study produced a synthesis of information that guides classroom teachers in the development and maintenance of the relationships with the learners in Matina Central Elementary School in Matina Crossing, Davao City. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher learner relationships, as well as, specific components to the interactions considered essential for the learner’s learning environment. The outcome of this study is an account of experiences that guide the development and maintenance of relationships between a teacher and her learners. Based on the findings, four themes emerged with supporting elements that were critical components of each category. These four themes represent an interpersonal framework for the learning environment The qualitative method in this study is derived from a constructivist viewpoint with a focus on deeply understanding this specific case of teacher-learner relationships. My goal in conducting this study was to provide more specific examples of and empirical findings for how teacher-learner relationships are created. Identifying specific factors associated with teacher-learner interactions could provide valuable information to an educational learning community. Implications for how these findings can impact the learning environment are discussed. Keywords — Teacher-Learner relationship, experiences, components, lessons learned