NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED595969
Record Type: Non-Journal
Publication Date: 2019
Pages: 297
Abstractor: As Provided
ISBN: 978-0-4387-9282-1
How Principal-Teacher Relationships Create a Culture That Enables Successful Student Learning
Gaston, Rolanda T.
ProQuest LLC, Ed.D. Dissertation, Grand Canyon University
The relationship that is established between the principal and teacher influences the type of learning environment the school has, thereby affecting how students learn in the classroom. This dissertation investigated the relationship between principals and teachers and its influence on the success of student learning. Details of how the principals and teachers communicate, interact and collaborate, based on school culture, were explored and described. This qualitative multi-case study used an archival review of prior electronic structured interviews, face-to-face interviews with principals and teachers and artifacts to collect data. Approximately 30 teachers participated in the archived structured electronic interviews. Two principals and eight teachers were interviewed to determine how their relationship has influenced success of learning in the classroom. The study was conducted with two Brooklyn, New York middle schools. The results from the study provided information for school leaders trying to improve the quality of their schools, as they create positive school cultures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)