Felix Hufschmid

Felix Hufschmid

Institute of Educational Science
Chair of Educational Theory for School (Prof. Dr. Gläser-Zikuda)

Room: Room 0.017
Regensburger Straße 160
90478 Nürnberg

Office hours

Room 0.017, nach Vereinbarung. Bitte per Mail anmelden.



since 06/2020

Research assistant (Ph.D. student) at the Chair of School Pedagogy with a focus on empirical teaching research, Friedrich-Alexander-University Erlangen-Nuremberg

since 07/2013

Project manager at Deurex AG

10/2012 – 03/2013

Student assistant at the chair of foreign trade theory and policy, LMU Munich

01/2012 – 06/2012

Working student at BF-Engineering GmbH, Geretsried

10/2017 – 10/2019

Master’s degree in education with a focus on educational research and educational management at the Ludwig-Maximilians-University, Munich. Main fields of study: Environmental pedagogy, empirical educational research

10/2013 – 09/2016

Master’s Degree in Economics at the Ludwig-Maximilians-University, Munich. Study focus: political economy, the economics of education 

10/2009 – 03/2013

Bachelor of Economics at the Ludwig-Maximilians-University, Munich


Research Interest:

  • Trust and mistrust research
  • Educational relations in the context of learning and performance
  • School climate research

Dissertation Project:

“Emotional trust – influencing factors and design features of successful educational relationships”


Conference Contributions



  • Relationship Structure, Autonomy and Social Inclusion in School - Participation and Well-being in Pedagogical Relations

    (Third Party Funds Single)

    Term: 1 April 2020 - 31 March 2023
    Funding source: andere Förderorganisation
    URL: https://www.basis-studie.de

    The quality of pedagogical relationships between students, teachers and parents plays an important role for all school stakeholders in experiencing self-determination, social inclusion and well-being. The basic study aims to examine the characteristics of pedagogical relationships in schools that have won the "German School Award" and to uncover connections with other constructs that are important in the school context. Against the background of the self-determination theory (Ryan & Deci, 2017) as well as the empowerment concept (Schwalb & Theunissen, 2009), pedagogical relationships between pupils, teachers and parents and their significance for the perception of self-determination, social inclusion, personal competence and school well-being (Hascher, 2004) are systematically investigated. Based on a mixed-methods design, characteristics of pedagogical relationships at the student, teacher and school level in prize-winning schools at primary and secondary level will be analysed in three project phases. The results of the analyses of standardised questionnaire surveys, guideline interviews, document analyses and observations will be used to design a pedagogical workshop as well as training and further education offers at universities and school authorities.


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