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The Effects of Teacher-Student Relationships: Aligned with attachment theory Ainsworth, ; Bowlby,positive teacher-student relationships enable students to feel safe and secure in their learning environments and provide scaffolding for important social and academic skills Baker et al.
Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment Baker et al.
However, little is known about the effects of teacher-student relationships on high school students. Academic Outcomes Although many studies focus on the importance of early teacher-student relationships, some studies have found that teacher-student relationships are important in transition years; the years when students transition from elementary to middle school or middle to high school Alexander et al.
Studies of math competence in students transitioning from elementary to middle school have found that students who move from having positive relationships with teachers at the end of elementary school to less positive relationships with teachers in middle school significantly decreased in math skills Midgley et al.
For students who are considered at high risk for dropping out of high school, math achievement is significantly impacted by the perception of having a caring teacher Midgley et al.
Furthermore, students who went from low teacher closeness to high teacher closeness significantly increased in math skills over the transition year, from elementary to middle school Midgley et al.
These studies show that relationships with teachers in the later years of schooling can still significantly impact the academic achievement trajectories of students Midgley et al. Such research shows that positive teacher-student relationships can improve academic skills in students as early as middle school and as late as high school Midgley et al.
Students who perceive that their teachers have high expectations of their academic achievement are more motivated to try to meet those expectations and perform better academically than their peers who perceive low expectations from their teachers Muller et al.
Furthermore, teacher-student relationships have an impact on the academic self-esteem of students Ryan et al. High-poverty students often have low academic self-esteem and low confidence in their academic and vocational futures Wentzel, Thus, positive relationships with teachers are important in supporting higher levels of self-esteem, higher academic self-efficacy, and more confidence in future employment outcomes Ryan et al.
In addition to academic achievement, positive teacher-student relationships provide important social outcomes for students. Social Outcomes Although there is more research regarding the academic effects of positive teacher-student relationships for older students, there are notable social outcomes as well.
Teachers are an important source of social capital for students Muller, Social capital in a classroom setting is defined as caring teacher-student relationships where students feel that they are both cared for and expected to succeed Muller, Social capital from positive teacher-student relationships can manifest itself in many different ways.
Further, teacher-student relationships can impact peer relationships in schools. Teacher-student relationships can have a significant effect on the peer acceptance of students.
Conflicting interactions between teachers and students may convey a lack of acceptance, causing other students to also reject the student involved in the conflict with the teacher Hughes et al. Peer rejection significantly impacts self-esteem of students leading to several negative social outcomes Hughes et al.
As mentioned earlier, students with high self-esteem are more likely to be self-efficacious and set higher goals Ryan et al. Students with high self-esteem are more likely to have positive relationships with peers as well as with adults Orth et al.This study examined the associations among child demographic variables, teacher perceptions of parent-teacher and student-teacher relationship quality, and teacher perceptions of children's academic abilities in an ethnically diverse sample of academically at-risk first grade children.
International Journal of Academic Research in Progressive Education and Development January , Vol.
2, No. 1 ISSN: A Passionate Teacher. Michael E. Ward The University of Southern Mississippi Dr. Mike Ward is an associate member of the graduate faculty in the Department of Educational Leadership and School Counseling at the University of Southern Mississippi.
Teachers Job Satisfaction and Motivation for School Effectiveness: An Assessment Nwachukwu Prince Ololube University of Helsinki Finland. Abstract Significantly, job satisfaction and motivation are very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, center competencies, educational resources as well as.
Early Education and Development Volume 28, point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions.
Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Various aspects of the relationship between religion and science have been cited by modern historians of science and religion, philosophers, theologians, scientists, and others from various geographical regions and cultures.
Even though the ancient and medieval worlds did not have conceptions resembling the modern understandings of "science" and "religion", certain elements of these modern.