Teachers as Community Members Where They Teach: An Examination of Teacher Residency Requirements and Student-Teacher Relationships

• In Event: Hilton Roundtable Session 21
  In Roundtable Session: Contemporary Research on Teachers and Principals

Abstract

This study draws upon employee residency requirement literature and student-teacher relationship literature as background and foundational evidence to determine the extent to which there is a significant difference between teachers that reside in the district and teachers that reside out of the district where they teach and the strength of the relationships they have with students in their classrooms. The findings from this study address the impact of teachers’ residential location and its association with student-teacher relationships. Additionally, this study provides empirical data to assist district and school leaders, educators, policymakers and policy researchers in determining the utility of educational policies such as teacher residency requirements.

Author

• Thomas Noel, DePaul University