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Dissertations / Theses on the topic 'Student-teacher relationship'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover stude

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2

Hon, Ka Ling. "Teacher-student relationship in an age of student consumerism." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11051/.

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This thesis is about teacher-student relationship in higher education. Set against the background of marketization, when the higher education sector is seen as a market, education institutions act like business enterprises, and students are seen as customers, teacher-student relationship is commonly perceived as having transformed itself to resemble a customer-seller relationship. On a conceptual level, this transformation is doing a disservice to the sector, as revealed in the many obvious differences between a customer-seller relationship and that between teachers and students. Academics, in

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Poklar, Ashley E. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.

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4

Rizek, Courtney. "A Close Teacher Makes a Better Student: The Impact of Teacher-Student Relationship on Adolescents' Academic Motivation." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336952967.

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5

Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology<br>Ph.D.<br>A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in student

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6

Pettis, Kelly Sue. "The Relationship Between Teacher-Student Interactions and Student Course Engagement from a Student Perspective." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638859.

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<p> The extent of the relationship between teacher-student interaction and student course engagement was not known. This quantitative, correlational study examined if, and to what extent, a relationship existed between these four domains and student course engagement of technical college students. The Model of Teacher Behavior, Social Cognitive Theory, and the engagement conceptual framework provided the theoretical foundations and framework for this study. The research questions addressed if there was a significant relationship between each domain of teacher-student interaction and student co

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7

Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfou

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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfou

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9

McLaughlin, Veronica. "Perceptions of culture in the nursing student-teacher relationship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ43916.pdf.

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10

Noland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.

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11

Nardone, Sara Elizabeth. "HIGH SCHOOL DISCIPLINE POLICIES AND THE TEACHER-STUDENT RELATIONSHIP." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu156700673853885.

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12

Sweatt, Shelley S. "The Relationship Among Teacher Expectations, Teacher Attitudes Toward the TAAS, and Student Achievement." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2691/.

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Accountability is a major issue in education and in Texas, the TAAS test is used to indicate performance of students, teachers, campuses, and districts. The stakes are high for students, as performance on this test has determined whether they progress to another grade and whether they will receive a diploma. Most research studies focus on relationships between the teacher and individual students or groups of students, but not classrooms. Expectations and high stakes testing are central within the educational process, and their relationship on student achievement should be investigated, especia

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13

Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance

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14

Herrmann, Andrew F. "Kierkegaardian Seductions: Ambiguity and Edification in the Student-Teacher Relationship." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/791.

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15

Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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Krause, Amanda. "Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40909.

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The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and Bowlby’s (1969) attachment theory have been used to understand both the negative effects of peer aggression and the positive potential of social contexts to prevent harms related to aggression among students. Literature shows that teacher-student relationships that are characterized by higher levels of closeness and support are linked to decreases in bullying behaviour and victimization, whereas increased con

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Turner, Jon S. "The relationship between secondary school teacher perception of student motivation and the effects of teacher professional development on student motivation." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4348.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.

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18

Barr, Marilyn Frances. "Fostering student achievement: A study of the relationship of collective teacher efficacy and student achievement." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618575.

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The purpose of this research was to determine if there was a relationship between collective teacher efficacy and student achievement and if collective teacher efficacy made an independent contribution in explaining student achievement beyond socioeconomic status. The conceptual basis for this study was Bandura's theory of self-efficacy.;Relationships between collective teacher efficacy and student achievement on the Virginia grade 8 math, writing, and English Standards of Learning (SOL) tests were found to be significant. The relationship between collective teacher efficacy and student achiev

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Beers, Barry L. "A study of the relationship between student achievement and teacher-student interaction in secondary classrooms." W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618363.

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The purpose of this study was to investigate the relationship between the amount of verbal interaction between a student and a teacher and that student's achievement in the class taught by that teacher at the secondary school level. The student was used as the unit of study.;The sample was selected from a secondary school (9-12) in southeast Virginia with an enrollment of approximately 1800 students. One hundred and twenty-eight students from three intact Algebra II classes and three intact English 11 classes were included in the study.;All data were collected by three trained observers who co

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20

Saranchuk, Ron. "The assessment-curriculum relationship, consequences for teacher instruction and student assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35310.pdf.

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Avery, Linda Diane. "Teacher efficacy and behavior: their relationship and impact on student learning." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618728.

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The purposes of this study were to explore the relationships between teacher efficacy and changes in teacher behavior and student learning espoused by the standards-based reform movement and to examine the impact of a curriculum innovation on student learning and teacher efficacy The study was designed to target sophisticated pedagogical behavior associated with setting high learner expectations.;The context for the research was a federally funded project to develop and implement model lessons in elementary social studies in an urban setting. The sample was comprised of 25 experimental and 17

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22

Dougherty, Ryan. "Rhapsode Metaphor: Understanding the Student-Teacher Relationship in Philosophy for Children." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/757.

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This thesis examines some of the different kinds of metaphors employed in our pedagogical practices. By using the Four Pillars of Philosophy for Children, an alternative metaphor for teaching philosophy is put forth as a viable alternative to the traditional options. This is what we can reasonably call the Rhapsode Metaphor.

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23

Hanners, Grace. "Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2730.

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Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry

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Meek, Fiona. "An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39763.

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The student-teacher relationship quality has shown to predict academic and social outcomes (Crosnoe, Johnson, & Elder, 2004), and relatively recent research suggests its protective nature for children who are academically at-risk, such as those with Attention Deficit Hyperactivity Disorder (ADHD; Ewe, 2019). Unfortunately, children with ADHD often have strained relationships with their teachers (Rogers & Tannock, 2013). Aside from our understanding of this association, little is known about the developmental trajectory of the association, nor other systemic mechanisms that could be contributin

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25

Denny, Patricia L. "The relationship of teacher praise to teacher orientation and their relationships to students' perceived competence, intrinsic motivation, and achievement." Gainesville, FL, 1985. http://www.archive.org/details/relationshipofte00denn.

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Lazarte, Dely. "A study of the relationship between Thai educators' emotional intelligence and the productiveness of the hidden curriculum in higher education." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289435.

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27

Rosado, Melody Ann. "TITLE: EVALUATING THE RELATIONSHIP BETWEEN PSYCHOLOGICAL FLEXIBILITY, TEACHER SELF-EFFICACY, TEACHER-STUDENT INTERACTIONS, AND BURNOUT SYNDROME." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2139.

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The purpose of this study is to evaluate the relationship between psychological flexibility, teacher-student interactions, teacher self-efficacy, and burnout syndrome, in order to examine the extent to which Montessori school teachers experience psychological inflexibility, burnout syndrome, negative student-teacher interactions, and teaching inefficacy by collecting scores on a set of multiple self-report questionnaires. The present study overall attempts to provide information that can be utilized in the development of prevention-based interventions designed to decrease symptoms of stress an

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Osborne, Michael C. "STUDENT HELP-SEEKING BEHAVIORS AND TEACHER INSTRUCTIONAL PRACTICES: EXAMINING THEIR RELATIONSHIP WITH U.S. STUDENT MATHEMATICS ACHIEVEMENT." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/25.

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Even though the United States (U.S.) spends, on average, more money per student than most Organisation for Economic Co-operation and Development (OECD) countries, it continues to lag behind its international peers in mathematics achievement. This study, which responded to the call for educational reforms that improve the mathematics achievement of U.S. students, aimed to examine the issue of student help-seeking behaviors and teacher instructional practices as they interact to affect student mathematics achievement. The Programme for International Student Assessment (PISA) defines student help

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Haase, Wittler Penny S. "Development of an instrument to assist in defining student and teacher relationship rapport /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060103.

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Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.

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Music Education<br>Ph.D.<br>The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflecti

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Ervin, Angela M. "Perceptions of School Culture and Their Influence on the Teacher-Student Relationship." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami155560645890179.

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LeBeau, Jenny. "The relationship between service learning and student-faculty interactions." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Thesis/Fall2008/j_lebeau_112008.pdf.

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Thesis (M.A. in education)--Washington State University, December, 2008.<br>Title from PDF title page (viewed on June 19, 2009). "College of Education." Includes bibliographical references (p. 42-48).

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Reitzel, Jo-Ann. "Children's perceptions of student-teacher relationship in an interactive situated learning context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq53752.pdf.

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Veale, Martha. "Certification programs and their relationship to teacher preparedness and student academic achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Carrino, Stephanie Sedberry. "Digital connection in a physical classroom| Clickers and the student-teacher relationship." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745525.

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<p>CARRINO, STEPHANIE SEDBERRY, Ph.D. Digital Connection in a Physical Classroom: Clickers and the Student-Teacher Relationship. (2015) Directed by Dr. Kathryn Hytten. 191 pp. Education is fundamentally relational, and the student-teacher relationship is central to student learning. However, high-enrollment classrooms, now common on college campuses, limit student-faculty interaction and opportunities for relationship building. ?Clickers? facilitate communication in large classes, but there is a lack of research on the potential relational functions of this technology. This study addresses

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Pennington, Bennie L. "Student achievement in relationship to comprehensive school reform and selected teacher behaviors." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/2751.

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As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which student achievement was improved by a comprehensive school reform (CSR) model used in a large, independent school district in Georgia when controlling for selected school and teacher variables. A questionnaire was administered to 266 teachers at the schools that were implementing the CSR model. The depen

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Lord, Hannah. "The Relationship of Teacher, Student, and Content in the Clinical Psychology Classroom." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1363349368.

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Dinnen, Hannah Lillian Dinnen. "TEACHER-STUDENT DISCREPANCY IN REPORTS OF INTERNALIZING PROBLEMS: RELATIONSHIP TO SCHOOL FUNCTIONING." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1515601180316572.

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Williams, Derrick L. "The Relationship Between Student Achievement and Other Selected Variables and Teacher Engagement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/70.

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It was the goal of this study to determine the relationship between student achievement and other selected variable such as principal years of experience, student socioeconomic status, teachers’ perceptions of administrative support, students’ perceptions of teacher support, and teacher attendance to teacher engagement. The study also determined if the variables along with teacher engagement were predictors of attrition. Pearson correlations were used to analyze the data that had the greatest significant relationship to teacher engagement. Regression tests were used to determine if the varia

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Giles, David Laurance. "Exploring the teacher-student relationship in teacher education a hermeneutic phenomenological inquiry : a thesis submitted to AUT University in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2008 /." Click here to access this resource online, 2008. http://hdl.handle.net/10292/537.

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Haughton, Ethel Scrivner. "Reaching out : relationship building in a middle school student teaching experience /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-160735/.

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Zigarovich, Karissa L. "Student-instructor conflict the relationship between instructor communicative characteristics and student conflict-handling styles /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5258.

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Thesis (M.A.)--West Virginia University, 2007.<br>Title from document title page. Document formatted into pages; contains v, 56 p. Vita. Includes abstract. Includes bibliographical references (p. 36-46).

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De, Clute Shannon M. "Assessing Undergraduate Student-Teacher Relationship Factors using Working Alliance and Interpersonal Influence Theories." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1353092459.

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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.

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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are bette

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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quas

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Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.

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A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student r

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Barch, Jon Craig. "On Measuring Student-Teacher Relationships: Sorting Out Predictors, Outcomes, And Schematic Structure Of Students’ Internal Relationship Representations." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1950.

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Student-teacher relationships have been studied by numerous researchers from a variety of perspectives. Evidence consistently suggests that the quality of student-teacher relationships can have a profound impact on children’s social and cognitive development. Although researchers seem to agree on this point, their theoretical conceptualizations of the relationships and how they measure them are often quite different. This study provides empirical insights for both measurement integration and theory

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Hunt, Turonne Kalada. "Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104055.

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This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis includ

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Crews, Iris Torres. "Identification of teacher interpersonal relationship behaviors related to high school Hispanic student success." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/iris_t_crews/crews_iris_t_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara J. Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 121-135) and appendices.

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ARAUJO, INGRID KRAEMER WERMELINGER S. "TEACHER/STUDENT AUTHORITY RELATIONSHIP: CONSTRUCTION OF DEVICES IN CLASSROOM AND IN SCHOOL ORGANIZATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16135@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Este estudo tem como ponto de partida a constatação de uma crise dos modelos de autoridade, que estaria relacionada a vários fatores: transformações na sociedade e nos meios de socialização, fatores institucionais, organizacionais e de cunho pedagógico. Esta crise vem afetando o trabalho do professor de inúmeras formas, exigindo a criação de uma nova profissionalidade docente, com novas competências e habilidades. Esta estaria relacionada a uma necessidade preponderante da competência relacional na profissão docente. Diante deste

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