The Correlation of Teacher-Student Relationships and Student Academic Achievement (Poster 11)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: Sociology of Education SIG Poster Session

Abstract

This study used an explanatory sequential mixed method design model to explain the correlation of Teacher-Student Relationships (TSR) and Student Academic Achievement (SAA). Systems thinking is adapted in Pianta’s (2001) model of Systems of Contextual Child Development (SCCD) which serves as the theoretical framework. Statistical testing found a strong and statistically significant correlation (r = .484) (p<0.001). Regression analysis found that socioeconomic status (SES) had a statistically significant (p < .001) influence on student perception of TSR. Phase II contained qualitative, semi-structured interviews that revealed administrators thought systemically regarding student perception of TSR, while teachers thought more dyadic (one-on-one) and transactional. More research is needed to reveal how teachers can be trained to create positive TSR with students of differing SES.

Author

• Tim Gray, Anderson Community Schools