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ERIC Number: ED513710
Record Type: Non-Journal
Publication Date: 2009
Pages: 181
Abstractor: As Provided
ISBN: ISBN-978-1-1096-1625-5
Caring Teacher Qualities that Affect School Participation and Attendance: Student Portraits
Grimm, Helen M.
ProQuest LLC, Ed.D. Dissertation, Widener University
This study explores the perspectives of four high school students focusing on the identification of caring teacher qualities and the influence those characteristics have on school participation and attendance. Data was collected using interviews rather than survey in order to hear the often-unheard voices of students. Portraits of each student were constructed from the interview transcripts. Themes emerged from the portraitures, including: providing encouragement and support, holding high expectations, listening to students, student centered instruction, and reciprocal relationships. High school students contend that caring teachers influence their school participation and attendance. Students identify the need for a safe, organized, and caring school culture. The teacher-student relationship is critical to participation, attendance, ultimately promoting student achievement. When students feel that their needs are being met, they are motivated to be in school, and engaged in learning. Further research is needed in the areas of (1) how teacher-student relationships influence student achievement; (2) teacher professional development on caring and the possible influence on improving the teacher-student relationship; (3) teacher mentoring programs that may improve teacher-student relationships. [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: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A