Pathways to Building Positive Teacher-Student Relationships: A Case-Study of Two Middle School Teachers

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-1 - Division K Section 3 Poster Session 2

Abstract

This study examines teacher perspectives on the development of positive teacher-student relationships in order to understand how teachers conceptualize these relationships and form positive bonds with their students. Using in-depth interviews with two middle school teachers and observations of their interactions with students over the course of four months, I explore the ways in which teachers form caring and supportive relationships with their students. The data indicates that the development of positive teacher-student relationships relies heavily upon three factors: a) classroom environment, b) trust, and c) care. A model of the development of positive teacher-student relationships integrates these findings and provides additional insight into the contextual and relational factors affecting the development of these relationships.

Authors

• Loraine Marie Moore, University of California - Irvine

• Michelle Samura, Chapman University