The Relationship Between Teacher-to-Teacher Relationships and Student Achievement: A Meta-Analysis

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: The Impact of Perceptions and Relationships in Schools (Table 2)

Abstract

The purpose of the current meta-analysis is to inquire into the relationship between teacher-to-teacher relationships and student achievement. This proposal specifically focused on (a) the relationship between teacher-to-teacher relationships, at either individual level or organizational level, and student mathematics and reading achievement; and (b) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships—teacher network, teacher collaboration and professional learning community (PLC) were related to student mathematics and reading achievement. Key findings included (a) teachers’ individual relationships were not related to student achievement; (b) the relationships in schools or grade teams were significantly positively related to student mathematics and reading achievement; and (c) at the organizational level, different theoretical frameworks have different correlations with student achievement.

Authors

• Yunzheng Zheng, Western Michigan University
  Presenting Author

• Jianping Shen, Western Michigan University
  Non-Presenting Author