R. Domínguez Martín, T. Mateos Blanco

University of Seville (SPAIN)
Classroom climate and the relationship between students and teachers have been and are seen by pedagogical researchers as mediating factors in teaching processes. According to the new pedagogical models of inner value which focus on students "learning to be" this relationship variable has a positive effect on academic learning and the emotional wellbeing of teachers and students.

Emotional ties and a suitable work atmosphere which promotes the distinctive strengths of students are established through educational relationships. As a result, teaching becomes an affective experience in which teachers must be able to manage the emotional dynamics occurring in the classroom. The main question posed in this study is: to what extent do affective ties generated in the classroom affect the emotional wellbeing of teachers and students?

This article aims to systematise research results on the effects of the educational relationship variable in the emotional wellbeing of teachers and students. Systematic review methods were used, searching in the Dialnet, Redalyc, ISI Web of Science and Scopus databases. When selecting the research analysed the following criteria were taken into consideration:
(i) studies and meta-analyses published in Spanish or English and examining the effects of teacher-student relationships in the emotional development and wellbeing of students;
(ii) research published in 2000-2015.

The keywords used in the search were: efficiency, emotional wellbeing, teacher-student, happiness, meta-analysis. Our study analysed 31 articles in total.

The results confirm firstly the influence of the educational relationship on the ties established between teachers and students. It is specifically noted that emotional ties created in the school space can benefit or damage one or both parties in the relationship. It can also be seen that a positive educational relationship between teachers and students has a positive effect on:
(i) job satisfaction of teaching staff and teaching efficiency;
(ii) students' perception of themselves;
(iii) motivation and commitment to learning and
(iv) academic performance.

In conclusion, the educational implications of the results obtained are discussed for teaching practices from the perspective of positive education and teacher training.