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Dissertations / Theses on the topic 'Teacher-student relationships'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 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

Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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3

Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who

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4

Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who co

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5

Arteaga, Michael Anthony. "HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.

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This project aims to help teachers learn how to connect with their students of different cultural backgrounds. It is written to help teachers understand how cultural differences can have an unseen effect on student learning and immediacy. In turn, these effects can lead to a lack of motivation and lower levels of success in college obtainment. This project will also have a handbook to help teachers learn about their students’ backgrounds and understand how culture plays a role in the learning process. The handbook will review understanding the demographics of the school, cultural mismatch, cul

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6

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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7

Calhoun, Adam A. "Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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8

Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachersÃ¢ÂÂ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field

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9

Nugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers w

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10

Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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11

Cayanus, Jacob L. "The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2428.

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12

Blewett, Kelly. "The Role of Feedback in Teacher/Student Relationships." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

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13

Leitao, Natalie C. "Teacher-student relationships in primary schools in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.

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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in

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14

Epperson, Sidney Reins. "Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.

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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with

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Banfield, Sara Richelle. "The effect of teacher misbehaviors on teacher credibility and affect." Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3098.

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16

Spivey, Cheryl S. "Interpersonal Interactions in Student-Teacher Relationships: Types and Effect on Student Achievememt." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/708.

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The purpose of this study was to identify the types of interpersonal interactions, in student-teacher relationships, that have an effect on student achievement. These essential conditions of communication have been labeled: warmth, empathy, respect, genuineness, concreteness, self-disclosure, immediacy, and confrontation. Communication of these conditions, by teachers to students, shows a significant effect on student achievement when observed by classroom researchers. This investigation has also addressed the efficiency of training procedures used with groups of teachers who participated in t

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Wu, Hanxiao, and 吳晗瀟. "Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209678.

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本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現，是彼此對師生間權力距離的認同並不一樣，東方文化中，權力距離較大，教師更為權威；而西方文化則權力距離較小，學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師，得出結論：中文二語教師還是重視尊師重道的傳統，但對於教師權威已有了與時俱進的理解，面對外國學生,師生互相協商、尊重，從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1）樹立嚴師形象、運用獎懲機制；2）從學生角度考慮，尊重、幫助學生；3）自我提升，贏得學生尊重的方式，來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度，并選擇用以上的方式應對學生挑戰教師權威行為的策略，因素为：成長環境和教學經驗；獎懲制度和職位的肯定；個人性格、師生關係；以及網絡時代的挑戰；教師需要通過不斷進修、學習來提升自我。本文通過分析跨文化教學中，中文教師的教師權威的理解和態度，應對策略和影響因素，引出思考和啓發：1）教師權威需要被重視和理論化；2）教師權威應在跨文化教學中因應學生的需要而轉變；3）區別對待中外學生的原因在于用不同的方法，達到公平、一視同仁的結果，希望學生的需要得到重視和照顧；4）學校教育與社會的關係意味著教師權威被理論化的重要性；5）當代教育學者應著手將教師權威理論化，從而也能使中文二語教師在跨文

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18

Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence

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19

Painter, Bryan A. "The impact of school leadership on student engagement and perceptions of teacher-student relationships /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901267.

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20

De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.

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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instruct

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21

Jones, William. "The influence of ubiquitous computing on teacher-student relationships." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45269.

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The purpose of this study was to develop an understanding of independent school teachers’ perceptions of how a one-to-one computing program influenced various dimensions of the teacher-student relationship and the roles of teachers and students within that relationship. In particular, it examined the impact of ubiquitous computing on the pedagogical role of the teacher and the balance of power and control within the teacher-student relationship. It also investigated how the use of laptops influenced communication patterns between teachers and students and affected the closeness of their relati

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22

Wells, Leslie Marie. "Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for

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23

Pia, Juliette. "Communication strategies teachers use to build successful relationships with students." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Pia_JMIT2010.pdf.

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24

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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25

Bischoff, Ann Elizabeth. "Exploring connections among teacher expectations, student/teacher relationships, intrinsic motivation and self-efficacy." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406633909.

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26

Modlin, Cheryl Dix. "Student -teacher relationships and their effect on student achievement at the secondary level." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/624.

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Previous research has demonstrated that adolescent learning increases with a proactive type of student-teacher relationship. However, due to the lack of common expectations for a positive student-teacher relationship, a disconnection occurs for some students, who then may become disengaged at school and may not reach their full potential academically, socially, or developmentally. This mixed method sequential, exploratory design focused on a Midwestern secondary school of approximately 250 students. The disconnection between students and teachers was addressed by investigating positive student

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27

Toale, Mary C. "Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).

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Bailey, Lynn Russell. "Teacher perceptions of student support team and response to intervention." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Lumpa, Dale. "Correlates with teacher and student satisfaction in elementary and middle schools /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841200.

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30

Hellmann, Boris. "Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1973.

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31

Patrick, Angela Scott. "An examination of teacher workplace satisfaction and student achievement." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/angela_s_patrick/Patrick_Angela_S_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 Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.

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32

Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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33

James, Anthony William. "The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of chiildren defined as having "special educational needs."." n.p, 2000. http://oro.open.ac.uk/18850.

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Shung, King-yin. "The impact of ICQ on teacher-student communication." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196350X.

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Wong, Mei-yee, and 黃美儀. "Teacher-student power relations in primary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/209119.

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This qualitative case study explores power relations between teacher and students in a classroom-based teaching and learning process. Sixteen Grade Four and Five classes in four Hong Kong primary schools were studied to determine how teachers and students experience and exercise power in classrooms in the context of Hong Kong, and how that power is expressed in such varied combinations. Observations, individual interviews and document analysis were the main data collection methods employed. The study identifies three major patterns in teacher-student power relations in 73 observed classroom

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Yip, Tsz Yan. "Hong Kong teacher-student communication in politeness theories." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/379.

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Keane, Kjrsten. "The Role of Email in Faculty-Student Relationships Toward Understanding Engagement and Retention." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/KeaneKV2007.pdf.

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Lau, Hang-fong. "A case study on student initiation to participate in classroom teacher-student interaction in secondary school." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553239.

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39

Buford, Angela M. "Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855.

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40

Foote, Donald Jackson. "Building positive student-teacher relationships through middle school advisory programs." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481676661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Kralina, Linda M. "Enhancing science education through extracurricular activities a retrospective study of "Suzy Science and the Whiz Kids©" /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r3781.

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Solomon, C. Bernard. "The relationships among middle level leadership, teacher commitment, teacher colllective efficacy, and student achievement." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4722.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<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 October 9, 2007) Vita. Includes bibliographical references.

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Brown, Timothy Reid. "Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area county." Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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Fyock, James A. "The effect of the teacher's worldviews on the worldviews of High School seniors." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Preuss, Michael David. "Personal traits and experiential characteristics of developmental mathematics faculty impact on student success /." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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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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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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Branch, Andre J. "Teachers' conceptions of their role in the facilitation of students' ethnic identity development /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7546.

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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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