Date of Award

10-2022

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Robyne Elder

Second Advisor

Jackie Ramey

Third Advisor

Kevin Winslow

Abstract

This research study sought to determine correlations between the perceptions of teacher and student relationships and personality traits with academic achievement as measured by End-of-Course (EOC) summative exams in a rural midwestern high school. As a firm believer in the importance of relationships in the classroom, the researcher created a survey instrument and provided it to teachers and students who enrolled in courses that took End-of-Course (EOC) exams in the Spring of 2021. The researcher-designed instrument categorized teachers and students based on their perceptions of relationships and four common personality traits to determine if correlations to EOC scores existed.

The results from the quantitative data showed that there was no significant difference when examining the four hypotheses. The data revealed a few outliers in the data, but nothing substantial. Meanwhile, the results from the qualitative data suggested that teachers and students needed better lines of communication to understand each other’s needs. Students wanted to learn different strategies and tools to help them be more successful in school, while teachers thought that students already knew the strategies and tools they needed. Additionally, teachers and students wanted to respect and from each other, and both teachers and students wanted the other to care about them and build a relationship. Students wanted to feel valued by their teachers and did not want to feel embarrassed when they had trouble learning something. Through building and fostering relationships with students, teachers could open lines of communication, meet the needs of students, and make every student feel valued and that they belong at school.

Rights

Copyright 2022, Rachel Quintana.

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