The study aimed to compare the teacher-student relationship quality in bully and normal students. The study population includes all male students of the first and second high school grade in the academic year 2018-19 in Mianeh, Iran. The students were selected from three schools using a convenience sampling method and two classes were taken from each school. Then, a bullying questionnaire was distributed among them. Among the students with the highest scores, the scores of the top three deciles (n =31) were selected as a bullying student group. The sample included 62 students (bullying group = 31, normal group = 31). The Revised Olweus Bully/Victim Questionnaire (OBVQ) (1996) and teacher-student relationship quality (TSRQ) by Murray and Zvoch (2011) were used to collect data. Independent t-test and multivariate analysis of variance (MANOVA) were used for data analysis. The results showed that there is a significant difference between the two normal and bullying groups in terms of the teacher-student relationship quality relationship and its subscales (P <0.05). The quality of relationship was higher in normal students compared to the bullying group (communication and trust subscales were found higher in the normal group and the alienation subscale in the bullying student group).
