Transactional analysis is one of the most important theories which introduce a new way to study, understand and improve the quality of the communication. It can be used to improve the “teacher-student relationship”. The aim of the study was to identify the effect of the teachers’ negative messages (injunctions) and positive messages (permissions) on the students’ decisions and explore the relationship between teachers’ messages and the existential positions of the students. The study was conducted at Faculty of Nursing, Zagazig University, Benha Branch. The studied sample comprised the fourth year students, (199 students). The tool of the study was a semi structured questionnaire which is composed of three part, the first part assessed the general characteristics of the study sample, the second part includes various proposed situations related to teacher-student communication and in the third part students were asked to recall in writing two actual situations that they experienced with their teachers. The present study showed that, the results of both of the proposed and the actual situation were almost the same which asserted that the repetition of the teachers’ permissional messages provoke and assert the healthy existential position of the students, while the repetition of the injunctional messages provoke and assert one of the unhealthy existential positions of the students. It is recommended that a system of “academic counseling” may be initiated in our universities. Also, those who are involved in teaching new generation can be trained in transactional analysis to grow persons with autonomous personalities.
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