When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention

Teachers play a central role in children’s lives. Among the various factors influencing student outcomes, teacher-student relationships (TSR) are par­ticularly important for development. Research indicates that TSR, characterised by high closeness and low con­flict, best supports students. Grounded in attachment theory, this study conceptualises TSR as a dynamic pro­cess shaped by the mutual influence of both partners, with quality emerging from perceptions of accumulated shared experiences and information exchanges. Alt­hough extensive research on TSR exists, most findings come from Western contexts. The present study exam­ines the potential effects of a relationship-based ap­proach, namely Banking Time, in South Africa. This in­tervention's origins lie in a dynamic understanding of re­lationships and targets TSR at a dyadic level. Using a sin­gle case study design involving seven teachers and stu­dents (N = 7), I first conducted a needs assessment and then measured outcomes from teachers’ perspectives through Direct Behaviour Ratings (DBR) and self-report scales in an A–B design. Data were analysed using Non-Overlap Indices and level effect calculations. Findings reveal changes in teachers’ perceived closeness to stu­dents, perceptions of student behaviours and emotional states, and self-rated well-being. Notably, greater and more significant changes occurred in dyads where teachers initially rated student behav­iour as more externalising. The discussion underscores the importance of relational histories, students’ relational and socio-cultural backgrounds, and the value of qualitative approaches to deepen the un­derstanding of teachers’ implicit beliefs.