Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence

Autor/in	Poklar, Ashley E.
Titel	Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence
Quelle	(2018), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cleveland State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-1446-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Student Relationship; Teacher Burnout; Urban Schools; Minority Group Students; Economically Disadvantaged; Correlation; Outcomes of Education; Elementary School Teachers; Secondary School Teachers; Cultural Awareness; Culturally Relevant Education; Classroom Techniques; Grounded Theory; Teacher Attitudes; Educational Environment; Political Influences; Family Environment; World Views; Self Concept + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teacher student relationships; Lehrer-Schüler-Beziehung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Lernleistung; Schulerfolg; Elementary school; Grundschule; Volksschule; Lehrende; Cultural identity; Kulturelle Identität; Klassenführung; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Political influence; Politischer Einfluss; Familienmilieu; World view; Weltanschauung; Selbstkonzept
Abstract	Researchers across multiple disciplines suggest that teacher-student relationship quality (TSRQ) has a strong association with positive student outcomes across all domains of student functioning (McGrath & Van Bergen, 2015) and serves as a moderating factor in outcome measures for students of color (Murray, Waas, & Murray, 2008) and for those considered economically disadvantaged (Olsson, 2009). Despite the clear benefits of positive TSRQ, the literature is scarce regarding teacher specific factors that may impact TSRQ. This study is the first to explore TSRQ in relation to implicit teacher factors utilizing a mixed-methods approach. Through canonical correlation analysis, utilizing a sample of 135 urban K-12 educators, one significant root (Wilks' lambda = 0.63, F (22, 244) = 2.85, p [less than] 0.001) and one trending root (Wilks' lambda = 0.87, F (10, 123) = 1.73, p = 0.081) were identified, suggesting a statistically significant amount of the variance in TSRQ could be traced to one or more burnout and culturally competent factors. Further analysis found cultural awareness, culturally responsive classroom management, and levels of personal accomplishment to be the most highly correlated with TSRQ. Grounded theory qualitative inquiry was then used to provide context to the findings from Phase I. Seven participants were interviewed, and their responses helped to lay the groundwork for a framework of Teacher-Student relating that is multi-leveled, multi-dimensional, and cross-disciplinary. This framework, arising from both the interview data and the canonical correlation analysis highlights two primary dimensions at play in teacher-student relationships: the environment, which includes, but it not limited to, home, school, and political environments, and the teacher's inner working model, or way of viewing the world, the student, and the self within the world of education. Implications for research, theory, and practice in both the educational and psychological fields are discussed, as are the limitations of the current study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01