Embedding The Teaching Of English Major Courses Into Relational Pedagogy: A Parallel Convergence Study

Abstract

This study examined the extent to which relational pedagogy is integrated into English major courses by comparing the perceptions of Bachelor of Secondary Education–English students (n = 220) and subject professors (n = 7) at a Philippine state university. Employing a parallel convergent mixed‐methods design, quantitative data were collected via a structured Likert‐scale questionnaire across four domains: Teacher–Student Relationship, Collaborative Learning, Classroom Interaction, and Feedback and Support.  Weighted combined means were computed to account for unequal group sizes. Qualitative data were gathered through three focus group discussions and subjected to thematic analysis. Quantitatively, both Collaborative Learning (M = 4.22, “Strongly Agree”) and Classroom Interaction (M = 4.22, “Strongly Agree”) received the highest endorsements, followed by Teacher–Student Relationship (M = 4.03, “Agree”). Feedback and Support yielded a neutral overall rating (M = 2.73, “Neutral”), reflecting a divergence between professors’ high appraisal (M = 4.46) and students’ lower perception (M = 2.67). Qualitative findings generated five interrelated themes that contextualize these patterns: Building Shared Understanding of Areas for Improvement (clarity of rubrics and resources), Negotiating Academic Freedom and Teaching Autonomy (context‐driven method choice), Balancing Relational and Teacher-Fronted Approaches (structuring engagement with mini-lectures), Navigating Feedback Importance and Practical Challenges (workload and timeliness constraints), and Reconciling Diverging Views on Relational Pedagogy (efficiency versus emotional connection). The results indicate that while interactive and collaborative pedagogies are firmly embedded and valued by both groups, feedback practices remain inconsistent and warrant targeted interventions. The study concludes that enhancing clear assessment guidelines, adopting scalable feedback mechanisms (e.g., peer review, technology-mediated commentary), and supporting instructors’ autonomy to tailor relational strategies can strengthen the integration of relational pedagogy. The findings offer evidence‐based recommendations for curriculum designers and teacher educators seeking to foster meaningful teacher–student relationships and sustainable support structures in higher education contexts.