Abstract The present study utilized a sequential mixed-method approach to examine the perspectives of university professors and students on Teacher Student Relationships (TSRs) in Iranian universities. The focus was on three dimensions of behavior: emotional, social disposition, and ecological. Data was collected from 100 Higher Education (HE) students and 36 professors. Quantitative data were obtained through two researcher-made scales, the reliability and validity of which were ensured through reliability testing measurement (Alpha estimate) and Content Validity Ratio (CVR). The results obtained from the students revealed no statistically significant difference in social disposition (P= 0.81) and ecological (P= 0.49) behaviors, but there was a statistically significant difference in emotional behaviors (P= 0.00). The professors also reported no significant difference in social disposition (P= 0.11) and ecological (P= 0.16) behaviors, but a statistically significant difference was found in emotional behavior (P= 0.00). Qualitative data from interviews with students and professors confirmed the importance of all three dimensions in forming relationships. However, the interviews also revealed how the roles of professors and students affect these behaviors. Quality indicators such as care, support, and sociability were identified within the dimensions. The study also found that contextual and individual factors play a role in the TSR. Further implications on how to form positive relationships in HE are discussed. Keywords: Dimensional behavior, higher education, teacher-student relationship, university professors
