The classroom environment plays a crucial role in the educational process, as it directly impacts students’ learning experiences and outcomes. One of the principal challenges in education is creating a favorable classroom environment, which can be better understood through an analysis of teacher-student interactions (Kim et al., 2000). The complexity of these interactions necessitates a structured approach, and the Interpersonal Behavior Style (IBS) offers a simplified model to comprehend this intricate dynamic. IBS is a critical element in learning, especially in influencing how students perceive and contribute to the learning process (Fisher et al., 2011).

Research has shown that the mutual relationship between teachers and students significantly affects student performance through both methodological instruction and interrelation aspects (Wubbels et al., 1985). Methodological instruction encompasses various teaching activities and methods, including the presentation of learning materials and processes (Yua & Zhub, 2011). In contrast, the interrelation aspect focuses on the teacher’s behavior in creating and maintaining a conducive learning atmosphere, which is pivotal for fostering positive teacher-student relationships (Pennings et al., 2018; Pincus, 2018).

The interrelation aspect is particularly important as it involves the development of relationships based on values, attitudes, and emotions, which significantly impact both teacher and student experiences (Tsouloupas et al., 2010). For example, the emotional responses of teachers to students’ struggles, such as feeling empathetic towards students with low scores, illustrate the depth of these interactions (McIntyre et al., 2020). This emotional and relational dimension of teaching is more impactful than the methodological aspect in shaping the classroom environment. Understanding and mapping these interactions can be effectively accomplished using the Questionnaire on Teacher Interaction (QTI), which categorizes teacher behavior into eight components: leadership, helping/friendly, understanding, student freedom, uncertain, dissatisfied, admonishing, and strict behavior (Brekelmans et al., 2005; Fisher et al., 2011; Lin et al., 2020).

By employing the QTI, this study aims to analyze the typologies of teacher-student interpersonal behavior in primary science classes and their impact on the learning environment and outcomes. The main objective of this research is to provide insights into how different interpersonal behavior typologies influence students’ engagement and academic performance, ultimately contributing to the development of strategies that foster positive classroom interactions and enhance educational outcomes in primary science education.