Date of Award
Spring 5-16-2025
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Andrew Burklund
Keywords
relationships, engagement, motivation, created
Abstract
ABSTRACT
This qualitative study examines the role of teacher-student relationships grounded in the Social Learning Theory, Social Support Theory, as well as the Attachment Theory. The research explored how teachers perceive, establish, and maintain supportive relationships with their students, and how these relationships contribute to student engagement and academic motivation. Fifteen first-grade teachers from elementary schools participated in semi-structured interviews, sharing personal insights and practices around relationship building. Using key factors that foster positive relationships, including empathy, active listening, individualized support, and culturally responsive communication. Findings also highlight systemic barriers such as large class sizes, behavioral challenges, and the emotional demands of teaching. This study enhances our understanding of relational pedagogy and provides actionable strategies for educators and school leaders to strengthen student-teacher relationships. These include enhanced professional development in relational teaching strategies, systemic supports for teacher well-being, and intentional efforts to create inclusive, trauma-informed classrooms. Ultimately, the study affirms the transformative power of positive teacher-student relationships as a foundation for students feeling emotionally connected to their teachers, demonstrating increased motivation and a stronger classroom engagement.
Keywords: relationships, engagement, motivation
Recommended Citation
Vastila, Shayna, "A QUALITATIVE LOOK AT RELATIONSHIPS FROM A TEACHER’S PERSPECTIVE" (2025). Dissertations, Theses, and Projects. 1061.
https://red.mnstate.edu/thesis/1061