Abstract
This article provides a review of the literature in past decades on teacher interpersonal behavior and its effect on student development. There were three major themes: (1) the relationship between teacher interpersonal behavior and students’ learning; (2) the relationship between teacher interpersonal behavior and students’ socioemotional development; and (3) the structure and measurement of teacher interpersonal behavior. Findings from the literature supported a clear relationship between teacher interpersonal behavior and student development. Positive teacher-student relationship would likely accelerate development and lead to greater success among students. This article also discussed the limitations of existing research, and suggested areas that future research could investigate.
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