The Influence of the Relationship Between Head Teachers and Students on Intrinsic Learning Motivation of Primary School Students

In the early stage of students’ primary school education, it is an important period for cultivating their intrinsic learning motivation. For students in school, the quality of the teacher-student relationship during this learning process plays a crucial role, as it affects the intrinsic motivation of students’ learning and academic development. This study, through a literature analysis approach, systematically examined the existing domestic and foreign literature and deeply explored the interaction between teachers and students and its impact on students’ learning motivation. It also analyzed the differences in different grades and subject backgrounds. The research results show that the head teacher’s emotional support, communication methods, and classroom management skills greatly enhance students’ intrinsic learning motivation. Moreover, the study also found that there are differences in the characteristics of the relationship between the head teacher and students, and that students’ learning motivation varies in different grades and subject areas. Lower-grade students rely more on the emotional support and external incentives provided by their teachers, while higher-grade students show a stronger inclination towards autonomous learning. This study provides a theoretical basis and practical guidance for optimizing the relationship between head teachers and students.