Professional Distance Theory (PDT) in Iranian EFL High School Classrooms: A Framework for Managing Student Exploitation of Teacher Goodwill

Abstract

This study develops and empirically tests Professional Distance Theory (PDT), which proposes that in Iran’s high-power-distance and collectivist culture, an optimal teacher-student distance, neither overly close nor excessively authoritarian, is necessary to prevent students from exploiting teacher goodwill and to maintain effective classroom management. Data collection involved 150 Iranian EFL high school teachers surveyed using the Teacher Professional Distance Scale (TPDS) and semi-structured interviews within a sequential explanatory mixed-method design. Quantitative findings revealed that teachers reporting closer proximity also reported significantly greater instances of classroom norm violations, including grade negotiation, favoritism-seeking, and manipulation of teacher flexibility. In contrast, teachers maintaining moderate professional distance reported lower exploitation rates and higher perceived authority without sacrificing student engagement. Qualitative evidence underscored three primary mechanisms: (1) the Kindness Trap (students learn to interpret closeness as weakness to be exploited), (2) Role Ambiguity (blurred boundaries give rise to increased testing behaviors), and (3) Authority Erosion (excessive friendliness undermines perceived legitimacy). The findings support a four-level Professional Distance Continuum, Distant, Moderate Professional Distance, Personal, and Overinvolved, with Moderate Professional Distance identified as most effective. These results challenge the universal application of Western relational models and provide a culturally situated framework for teacher professional development in non-Western hierarchical education systems.