Abstract

This study examined the relationship between teacher–student collaboration and holistic student development in selected Pallottine educational institutions in Chhattisgarh, India. Guided by the Social Constructivist Theory of Lev Vygotsky and the educational philosophy of St. Vincent Pallotti, the study employed a quantitative descriptive–correlational research design. A total of 279 Grade 12 students were selected through stratified random sampling from four Pallottine educational institutions. Data were gathered using a validated and reliable researcher-made questionnaire and analyzed using descriptive statistics and Spearman rank-order correlation. The findings revealed that teacher–student collaboration was manifested at a Very High level, while holistic student development was also observed at a Very High extent. Moral development emerged as the highest-rated domain of holistic development, while communication obtained the highest rating in teacher–student collaboration. The study further revealed a significant strong positive relationship between teacher–student collaboration and holistic student development. The findings indicate that collaborative teacher–student relationships contribute positively to students’ intellectual, emotional, social, moral, and spiritual growth. The study concludes that collaborative and learner-centered educational practices play a vital role in promoting holistic student development within Pallottine educational institutions.