Date on Master's Thesis/Doctoral Dissertation
Elementary, Middle & Secondary Teacher Education
Curriculum and Instruction, PhD
Thomas, Mary Shelley
Committee Co-Chair (if applicable)
relationships; student-teacher relationships; relationship-building; cross-cultural connections; teacher education; positive relationships
This multiple case study using the Interpretive Phenomenological Analysis (IPA) approach (Alase, 2017) supported a need to understand the specific realities of student-teacher relationship-building. This investigation allowed a deeper look into four teachers’ perceptions of what it means to build positive relationships with students. This research study added to the literature demonstrating the importance of building strong positive relationships with students built on demonstrations of high expectations and care and driven by mutual understandings and celebration of diverse cultures and identities. Supporting this small group of teachers in investigating their personal beliefs about relationship-building was a step forward in defining systems and processes that can be used to help other educators navigate cultural differences and build positive relationships with students. Specifically, the findings from this study helped identify intentional strategies related to positive relationship-building, with implications for future teacher education programs and professional development.
Constantin, Geena, ""We will work a lot and you are so loved": teacher perspectives on building positive relationships with students." (2022). Electronic Theses and Dissertations. Paper 3839.