<![CDATA[Teacher–student relationships constitute one of the most influential determinants of students’ academic achievement, psychological well-being, and social adjustment. Conflicts emerging within these relationships may either hinder educational outcomes or serve as constructive opportunities for personal and academic development, depending on how they are managed. This study investigates the socio-psychological characteristics of teacher–student conflicts by integrating theoretical analysis with empirical evidence. Specifically, it examines students’ conflict proneness, perceived causes of teacher–student conflicts, and the relationship between conflict proneness and the quality of teacher–student relationships. Data were collected from 410 secondary school students (Grades 8–11) using N. V. Grishina’s Conflict Situation Diagnostics methodology. Descriptive statistics and Pearson correlation analysis were employed to analyze the data. The findings revealed that most participants demonstrated a moderate level of conflict proneness (56.8%), whereas 22.2% exhibited high conflict proneness. Communication barriers and mutual misunderstanding (34.9%), perceived unfairness in assessment (23.9%), and disagreements concerning disciplinary requirements (18.5%) emerged as the most frequently reported sources of conflict. Furthermore, a statistically significant negative correlation was identified between conflict proneness and the quality of teacher–student relationships (r = –0.52, p < .01). The findings emphasize the importance of strengthening teachers’ conflict management competence, empathic communication skills, and psychologically safe learning environments to foster constructive educational relationships.]]>
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