Dissertation/Thesis Abstract

National Board Certified Teachers’ Perceptions of Developing Teacher-Student Relationships: A Case Study in a Title 1 Suburban Middle School in the Southeastern United States
by Bensinger, Tara Tant, Ed.D., Southeastern University, 2020, 129; 27999516
Abstract (Summary)

The purpose of this study was to explore how National Board Certified teachers build relationships and cultivate empathy with middle school students in a Title 1 suburban school in the Southeastern United States. This qualitative case study was founded on the relational cultural theory, which focuses on the importance of authentic relationships. The research participants were two male and five female National Board Certified teachers of various subjects and grade levels. Semi-structured interviews were conducted with participants to gather the data. Themes that emerged were that the NBCTs were authentic, attentive, accepting, relational, and socially and emotionally supportive in relationship with the students. By examining the relational and empathetic nature of National Board Certified teachers, greater insight may be gained in how to strengthen teacher-student relationships and build meaningful connections with middle school students.

Indexing (document details)
Advisor: Yates, Sarah J.
Commitee: Deck, Janet L., Giles, Amanda
School: Southeastern University
Department: College of Education
School Location: United States -- District of Columbia
Source: DAI-A 81/12(E), Dissertation Abstracts International
Subjects: Teacher education, Educational sociology, Middle School education
Keywords: National board certification, Relational cultural theory, Student connectedness, Teacher care, Teacher empathy, Teacher-student relationships
Publication Number: 27999516
ISBN: 9798641412320
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