Date of Award

Spring 4-21-2023

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


middle school students, Star Renaissance Mathematics, teaching styles, student-teacher relationships, narrative about mathematics, students' mathematics self-appraisal.


This study aimed to explore the relationship between middle school students’ perceived student-teacher relationships, students’ perceived mathematics teachers’ teaching styles, and middle school students’ Fall benchmark Star Renaissance mathematics assessment scores at a Midwest public school. The positivist paradigm served as a lens to formulate this cross-sectional correlational study. A Qualtrics questionnaire was developed and contained the Student Version of The Teacher-Student Relationship Inventory (S-TSRI), an adapted version of The Teaching Styles Inventory, and a selection of demographic variables (e.g., grade level, gender, family structure). The Star Renaissance mathematics assessment Fall 2022 benchmark was introduced to the database after collection of data from participants was completed. A census recruitment methodology was utilized and 94 students in 6th, 7th, and 8th grades participated. Descriptive statistics and Spearman Correlation were used to address the study’s research questions and test the null hypothesis. The findings indicated no correlations between students’ perceived student-teacher relationships, students’ perceived mathematics teachers’ teaching styles, and students’ Star mathematics scores. There were statistically significant strong positive correlations between the students’ self-appraised feelings about mathematics and their confidence about their mathematics skills and students’ Star mathematics scores. Additional correlations were observed through disaggregation of data by grade level and gender. Teachers must remain cognizant regarding the power of the mathematics narrative in the classroom; these narratives should be optimistic, encouraging, and carrying positive messages regarding students' performance to contribute to (or counter) the students' internal narratives about mathematics.



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