ERIC Number: EJ1297950
Record Type: Journal
Publication Date: 2021
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0749-4025
EISSN: N/A
A Case Study of Teacher-Student Relationship Development
Mosley, Chaney; Broyles, Thomas; Kaufman, Eric
Journal of Classroom Interaction, v56 n1 p18-32 2021
This study investigates how teacher-student relationships develop. If a teacher is able to foster high-quality relationships with all students, will students work harder in the classroom? An understanding of how teacher-student relationships develop is critical to answering that question. In this investigation, the authors follow a holistic case study tradition to explore teacher-student relationship development. Five themes emerged that collectively describe the development of teacher-student dyadic relationships. The authors explore how descriptions of dyadic relationship development offered by teachers and students align with Leader-member Exchange theory and discuss implications for practice and future research.
Descriptors: Teacher Student Relationship, Teacher Leadership, High School Teachers, High School Students, Teacher Attitudes, Classroom Environment, Leadership Styles, Interaction, Caring, Teacher Behavior, Academic Achievement, Student Behavior, Preferences
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A