This study investigated whether there is difference between elementary teachers that reside in the district where they teach and elementary teachers that reside outside of the district where they teach in an urban school district in the Northeastern United States. Teacher residency requirement policies require teachers to reside in the districts where they teach. Although controversial, these policies aim to foster relationship and community building between teachers, their students, and communities. There is limited empirical data available to determine whether teacher residency policies improve relationships between teachers and students, as well as improve student academic achievement. This study utilized student-teacher relationships as an outcome to determine whether there is a difference in the strength of relationships between students and teachers and whether teachers reside in or out of district. This study employed a case study method utilizing a sequential mixed-method approach, coupling survey research and focus groups with a sample of over 200 teachers. OLS regression and logistic regression were conducted to determine the association between where teachers reside and the strength of the relationships they have with their students. The results of this study found that there was no significant relationship between whether teachers reside in or out of district and the strength of the relationships they have with their students. The results, policy implications, and future research are discussed.
|Advisor:||Brent, Brian O.|
|Commitee:||DeAngelis, Karen, Guiffrida, Doug, Sipple, John|
|School:||University of Rochester|
|Department:||Margaret Warner Graduate School of Education and Human Development|
|School Location:||United States -- New York|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy|
|Keywords:||Education policy, Student-teacher relationships, Teacher residency requirements, Urban education|
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