The Influence of Student–Teacher Rapport on Master’s Degree Classroom Dynamics

This study investigates the influence of student–teacher rapport on master’s classrooms, emphasizing its role in fostering engagement, participation, and academic development. The research problem addresses the limited scholarly attention given to student–teacher rapport in postgraduate education, despite its recognized importance at other academic levels. Employing a qualitative research design, semi-structured interviews were conducted with three professors from Kabul Education University and eight master’s students from Kabul Education University and Kabul University. Thematic analysis was used to interpret participants’ experiences and perceptions of rapport. The findings suggest that strong student–teacher relationships may contribute to a more interactive and psychologically supportive learning environment, potentially enhancing students’ motivation and reducing academic stress. Furthermore, the study identifies several strategies for developing and sustaining rapport, including personalized feedback, active listening, and encouraging student participation. Although the small sample size (N = 11) limits the generalizability of the findings, this is consistent with phenomenological research, which emphasizes depth of understanding over breadth. Additionally, as data were collected only from face-to-face classrooms, hybrid and online interactions were not examined. Nevertheless, the results provide valuable insights into the significance of student–teacher rapport in graduate education and offer practical guidance for creating inclusive and engaging learning environments.