Teacher–Student Rapport as a Classroom Management Tool in EFL Contexts: Perceptions From The University of Zawia

Abstract

Rapport-building between teachers and students has long been acknowledged as an essential element of effective classroom management and the creation of positive learning environments. Strong teacher–student relationships help establish trust, respect, and emotional support, which are necessary for successful teaching and learning processes. In EFL classrooms, where students may experience anxiety, fear of making mistakes, or low confidence in using a foreign language, rapport plays a particularly important role in encouraging participation and reducing stress. This paper examines teacher–student rapport as a classroom management strategy and explores its effects on the classroom environment, student behavior, and student motivation in EFL contexts. Rapport is viewed not only as a social interaction but also as a pedagogical tool that promotes student engagement and cooperation. By fostering mutual understanding and positive communication, teachers can create a classroom atmosphere that supports learning and minimizes distractions and behavioral problems. The study adopted a descriptive quantitative design and was conducted at the University of Zawia, Libya. Data were collected through structured questionnaires administered to 51 students (96.1% female) and 30 faculty members from the Faculty of Arts, the Medical College, and the Dentistry College. The questionnaire items focused on teacher friendliness, fairness, approachability, and supportive behavior, all of which are key indicators of strong rapport. Results showed that students gave the highest ratings to teachers’ use of real-life examples (M = 4.35), encouragement of open discussion (M = 4.31), and impartial treatment of students (M = 4.25), while individual conversations about academic progress received the lowest mean score (M = 2.90), pointing to a gap in one-to-one academic support. The study concludes that teacher–student rapport functions as a foundational element of effective classroom management in EFL settings and recommends that institutions support more individualized, relational teaching practices alongside existing instructional strengths.