UGC Approved Journal no 63975(19)

ISSN: 2349-5162 | ESTD Year : 2014
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Published in:

Volume 7 Issue 2
February-2020
eISSN: 2349-5162

UGC and ISSN approved 7.95 impact factor UGC Approved Journal no 63975

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Published Paper ID:
JETIR2002433


Registration ID:
229205

Page Number

169-173

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Title

THE POWER OF TEACHER-STUDENT RELATIONSHIPS INDETERMINING STUDENT SUCCESS

Abstract

The purpose of this ethno methodological exploratory descriptive case study was to investigate and understand teacher perceptions of the relationships between teachers and students and how those teachers perceive relationships affect student academic performance and behaviour in a small town elementary school. The relationship between a teacher and a student is defined as a formalized interpersonal association between an authority figure and a subordinate who interact on nearly a day-to-day basis. A cross-case analysis of five individual case studies of elementary grade classroom teachers teaching in a 500 student preschool through fifth grade predominately Caucasian middle-income small town school located approximately an hour from a large Midwestern metropolitan city was used to investigate the following research questions: (a) What teacher and student behaviours do teachers perceive contribute most directly to developing and maintaining positive and supportive teacher-student relationships? (b) To what extent do teachers perceive their interactions with students influence the academic and behavioural success of students in their classrooms? (c) How do teachers perceive their interactions with students influence their students’ future academic and behavioural success? (d) How do teachers perceive school culture affects student behaviour and academic performance and achievement? Through analysis of teacher interviews, classroom observations, and participant journals, four predominate themes were determined: Relationships; (b) culture; (c) high quality instruction; and (d) behavior management. The data from this study showed that these teachers believe that there is value in forming and maintaining positive and supportive relationships with their students in providing for their students’ academic achievement and behavioral success. The data also showed that these teachers feel the classroom and school culture influences academics and behavior and believe it is important to understand and respond to individual student cultures. These teachers all spoke of and wrote about the importance of planning high quality instruction in providing for academic and behavioral success and high quality instruction was observed in each teacher’s classroom. These teachers felt a system-wide positive behavior management plan and classroom management procedures that taught students how to behave and supported positive behavior through student accountability also was important in providing for academic and behavioral success.

Key Words

KEYWORDS: Parent-Child Relationship, Secondary School Students, Academic Achievement

Cite This Article

"THE POWER OF TEACHER-STUDENT RELATIONSHIPS INDETERMINING STUDENT SUCCESS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.7, Issue 2, page no.169-173, February 2020, Available :http://www.jetir.org/papers/JETIR2002433.pdf

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2349-5162 | Impact Factor 7.95 Calculate by Google Scholar

An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 7.95 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator

Cite This Article

"THE POWER OF TEACHER-STUDENT RELATIONSHIPS INDETERMINING STUDENT SUCCESS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.7, Issue 2, page no. pp169-173, February 2020, Available at : http://www.jetir.org/papers/JETIR2002433.pdf

Publication Details

Published Paper ID: JETIR2002433
Registration ID: 229205
Published In: Volume 7 | Issue 2 | Year February-2020
DOI (Digital Object Identifier):
Page No: 169-173
Country: Thanjavur, Tamil nadu, India .
Area: Science
ISSN Number: 2349-5162
Publisher: IJ Publication


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