Leader-Member Exchange, Cognitive Style, and Student Achievement: A Mixed-Methods Case Study

• In Event: Career and Technical Education Research to Improve Teaching and Learning

Abstract

The purpose of this study was to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement as demonstrated by student scores on a standardized end of course test. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. Leader-member Exchange (LMX) theory and Adaption-innovation theory guided the research. Quantitative and qualitative data identify precursors of high quality teacher-student relationships and the associated effects on student achievement. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.

Authors

• Chaney Mosley, Metropolitan Nashville Public Schools

• Thomas Broyles, Virginia Polytechnic Institute and State University

• Eric Kaufman, Virginia Polytechnic Institute and State University