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ERIC Number: EJ1015513
Record Type: Journal
Publication Date: 2013-Sep
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0013-5984
"If We're Ever in Trouble They're Always There": A Qualitative Study of Teacher-Student Caring
Jeffrey, Aaron J.; Auger, Richard W.; Pepperell, Jennifer L.
Elementary School Journal, v114 n1 p100-117 Sep 2013
In the current elementary school environment of increased academic and administrative demands on schools and teachers, it has become increasingly challenging to maintain the personal teacher-student relationships that form the basis for learning. In this qualitative study, we conducted focus groups with 17 elementary students and 6 elementary school teachers to ascertain their perceptions of caring in teacher-student relationships. The degree of similarity and dissimilarity between teacher and student perceptions of care was also examined. Our findings suggest three primary categories that students and teachers found important in demonstrating caring: meeting physical needs, fostering emotional well-being, and providing strategic assistance. Two areas of dissimilarity in defining care identified were keeping children safe and supporting children's academic work as caring. The developmental level of participants appeared to influence their perceptions of caring. Stressors and challenges to fostering caring relationships are discussed, as well as implications for teachers, schools, and policy makers. (Contains 1 note and 1 figure.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A