ORCID

https://orcid.org/0009-0001-9112-9859

Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Richard Bernato

Second Advisor

Joan I. Birringer-Haig

Third Advisor

Roger Bloom

Abstract

The role of the Teacher-Student Relationship (TSR) has been widely recognized in research for its implications on students’ motivation, achievement, well-being in school, behavior, and ultimately, progress toward completing school and graduating (Barile, 2012; Bergeron et all., 2011; Obsuth et al., 2017; Pianta et al., 2012; Rimm-Kaufman & sandilos, 2011; Uslu & Gizir, 2016). Therefore, the impact of TSR are all the more important for teachers of students who have been identified as ‘at-risk’ – having a higher susceptibility of not completing high school due to poor grades or deficient credits to graduate, truancy, disruptive behavior, pregnancy, or similar factors associated with temporary or permanent withdrawal from school. Investigating the role of Teacher-Student Relationships (TSR) in influencing academic performance and progress among students enrolled in alternative high school programs and exploring the factors that influence the quality of these relationships for at-risk students, this study offered a holistic understanding of the factors that shape educational experiences within four alternative high school programs. This study adopted an Explanatory Sequential Mixed-Methods design to gather comprehensive from two phases of data collection - quantitative and qualitative. The quantitative phase employed the Teacher-Student Relationship Scale survey to assess TSR perceptions among students and teachers. Subsequently, the qualitative phase involved semi-structured focus group interviews with students and teachers, and further explored perceptions through individual interviews of alternative high school program administrators. Findings reveal that positive TSR characterized by communication, empathy, and trust significantly impacts students' academic performance, engagement, and socioemotional well-being. Conversely, strained relationships correlated with adverse outcomes such as decreased motivation and disengagement. These results underscore the critical importance of nurturing supportive Teacher-Student Relationships to mitigate dropout risks and promote student success. "Do Relationships Matter?" advocates for prioritizing TSR as a fundamental component of educational practices, with the potential to positively impact student performance and progress in alternative high school contexts.

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