Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this qualitative case study was to gain insight and provide more specific examples of and empirical findings for how teacher connections with students are created. Identifying key factors necessary to connect with students could provide valuable insight to the Educational learning community, school district leaders, and educators that seek to improve student success. The resulting analysis and interpretation provided a description of themes that developed regarding strong teacher-student relationships as well as specific components to the interactions considered essential to maximize student learning. Implications for how these findings can impact the learning environment, improving student success, are discussed. The outcome of this study is an account of experiences and procedures that guide the development and maintenance of relationships between a teacher and students. Based on the qualitative data from this research, the following themes emerged: 1. Highly effective, high-growth teachers are compassionate individuals who understand and embrace the cultural diversity of each student. The classroom is created to be a safe community that courageously interacts with one another in a familial manner that provides each person an equal voice. 2. Highly effective, high-growth teachers are consciously aware of the academic and social interactions of the students in the classroom and school setting. Classroom interactions are designed to challenge students to be their best person in all school situations. Students are responsible for monitoring and owning their academic and social growth. 3. Highly effective, high-growth teachers are confident in and understand their importance and value to the learning and developmental growth of each student. 4. Highly effective, high-growth teachers are courageous leaders who are assiduous workers that view their profession as an extension of their personal self, willing to differentiate instruction and go beyond what is expected to ensure each student is successful. The qualitative method in this study was derived from a constructivist viewpoint with a focus on a deep understanding of the teacher-student relationships and how the connection with the teacher and student impacted student success. Identification of specific factors associated with teacher-student connection could provide valuable information to educators that are seeking to employ teachers that connect well with students, in addition to the educators that seek to strengthen their relationships with students to maximize student success. Implications for how these findings can impact student success are discussed.

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