The purpose of the study is to examine the relationship between the teacher's acquaintance with his students and the teacher-student relationship in elementary schools of the Arab minority in Israel. The teacher's acquaintance with his students and the quality of teacher-student relations and their contribution to the emotional well-being of the child present an important and vital challenge to the Arab education system in Israel, especially in light of the inherent exclusion and discrimination of the State of Israel's institutions vis-à-vis this education system over the years. Many studies speak of the importance of the teacher's acquaintance with his students and the impact of this acquaintance on the nature of their relationship, which engenders the well-being of the students and their success in their studies at school. The subjects of this study are teachers and students from the elementary schools in the Arab education system in Israel, selected in a random sample, which included 100 teachers and 150 students from grades 5 to 6. The research tools are two questionnaires: “The teacher's acquaintance with the student”, for the teachers; and “The teacher and I”, for the students. Analysis of the findings was conducted using SPSS software. The findings revealed that, in elementary schools, the Arab teacher's level of recognition of the personal, economic and social situation of his students is high. No distinct positive correlation was found between the level of the teacher's acquaintance with his pupils and the quality and level of their relationship. There were significant differences in the Arab teacher’s acquaintance with his students and in the teacher-student relationship, in relation to background variables of the teachers. These differences will be enlarged on later.

acquaintance, teacher-student relationship, Arab education system, Israel