This is a qualitative action research study that examines teacher perceptions of behaviors that foster caring teacher-student relationships that motivate students to learn. The purpose of this research was to examine the range of teacher behaviors that either promoting caring teacher-student relationships or which behaviors are disrupting such relationships and could be classified as teacher bullying. The study explores teacher-student relationships in the context of Nel Noddings’ care theory. Eleven teachers from a large suburban middle school in Central Illinois were interviewed and observed. Data that was collected indicated that certain teacher behaviors to promote a caring student-teacher relationship and is indicative of an increased level of student engagement in the classroom and a decreased level of student misbehavior. Three specific areas were identified that need to be addressed in order to create a school climate that fosters positive teacher-student relationships and incorporates the care theory philosophy into each interaction with students and staff.
|Commitee:||Logue, Jennifer, Yu, Tianlong|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||Care theory, Teacher bullying, Teacher-student relationships|
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