Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences

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dc.contributor.authorHunt, Turonne Kaladaen
dc.contributor.committeechairMullen, Carol Annen
dc.contributor.committeememberCash, Carol S.en
dc.contributor.committeememberEarthman, Glen I.en
dc.contributor.committeememberBrinkmann, Jodie Lynnen
dc.contributor.departmentCounselor Educationen
dc.date.accessioned2021-06-29T08:01:00Zen
dc.date.available2021-06-29T08:01:00Zen
dc.date.issued2021-06-28en
dc.description.abstractThis 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 included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).en
dc.description.abstractgeneralThis study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. 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. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).en
dc.description.degreeDoctor of Educationen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:31715en
dc.identifier.urihttp://hdl.handle.net/10919/104055en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectacademic experienceen
dc.subjectbehavioral experienceen
dc.subjecteducational leaderen
dc.subjectemotional disabilityen
dc.subjectrelationship phasesen
dc.subjectstrategiesen
dc.subjectsocial experienceen
dc.subjectteacher-student relationshipsen
dc.titleExploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiencesen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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