Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

A phenomenological study, according to Creswell (2013), is one that “focuses on describing what all participants have in common as they experience a phenomenon” (p. 76). This phenomenological study aimed to (a) explore teacher perceptions who have experienced teacher-directed student aggression by students with emotional behavioral disorder (EBD) and (b) investigate how teacher relationships affect student outcomes, school climate, and the emotional demands of the profession within a career technical school. In addition, the study was designed to (a) explore how principals view their efficacy in supporting teachers who experience aggressive outbursts by students with EBD and (b) help students with EBD develop prosocial and problem-solving skills. There has been little research on teacher-directed student aggression (TDSA) and the leadership imperative to support teachers and students with EBD. This study is designed to illuminate the experiences and perceptions of educators who work as classroom ambassadors and school leaders in the face of student aggression to meet and serve the needs of students with EBD. In attending to the complex problem, solutions will be grounded through the lens of Maslow's hierarchy of needs, Starratt's ethical leadership paradigm, and Vygotsky's social constructivist theory. The study results were analyzed using Creswell's (2014) seven-step examination process for qualitative research. The overall findings suggest that mitigating TDSA can be positively influenced by the teacher-student relationship (TSR). Overarching themes indicated that teacher commitment, community engagement, ongoing professional development, and the emotional charge significantly contribute to nurturing the TSR with students with EBD. This study has several implications for policy and practice in the educational domain, leadership practice, and higher education.

Committee: Patrick Pauken J.D., Ph.D. (Advisor); Kristina LaVenia Ph.D. (Committee Member); Judy May Ph.D. (Committee Member); Melody Tankersley Ph.D. (Committee Member); Lauren Maziarz Ph.D. (Committee Member) Subjects: Educational Leadership

Master of Arts, Wittenberg University, 2023, Education

I explored the potential ways teaching during the COVID-19 Pandemic impacted teachers' outlook on their profession. Participants included 30 full-time teachers and two former teachers from Marazul High School (MHS), a suburban high school in Northern California. I utilized an explanatory sequential mixed methods design for the study combining the Maslach Burnout Inventory – Educators Survey (MBI – ES), focus groups, and interviews. The MHS teachers who experienced high levels of burnout left the profession, and the MHS teachers who did not experience burnout stayed in the profession. Student behavior was the most discussed topic when in the focus groups and interviews. Based on the data, it is also possible that teachers' relationships with administrators impacted their decision to remain in (or to leave) the profession.

Committee: Hillary Libnoch (Advisor); Joy Donny (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Educational Psychology; Mental Health; Psychology; Secondary Education

Master of Arts, Wittenberg University, 2023, Education

I conducted this study due to an increase in perceived problematic behaviors at Big River Intermediate School. I utilized an explanatory sequential research method to complete this study. I began my research by administering a survey to both students and staff from the school that returned permission slips to participate in my study. After analyzing the data from this collection method, I then invited certain students and staff to participate in interviews with me based on their responses. Overall, I found that the majority of students and staff members that participated in the study did not find the 7 Mindsets social-emotional learning curriculum to be effective, specifically in improving student behavior at Big River Intermediate School at this point in time. Due to this perceived ineffectiveness, my school and district could take these findings into consideration for the future of their social-emotional learning endeavors.

Committee: Layla Besson (Advisor); Alice Valley (Committee Member); Brian Yontz (Committee Member) Subjects: Education; Educational Psychology; Educational Theory; Elementary Education

Honors Theses, Ohio Dominican University, 2012, Honors Theses

High quality teacher-student relationships increase engagement and academic performance and decrease drop-out (Finn & Rock, 1997). There has been relatively little research on this topic in adolescence. The present study examines adolescents' perception of their relationship with teachers and how this relationship affects their intrinsic academic motivation as a potential mediator between connectedness and academic performance. Forty-two high school students enrolled in a writing course completed the Inventory of Teacher-Student Relationship, Child and Adolescent Social Support Scale, and Student Perceptions of Control Questionnaire. Student interest in the course topic predicted quality of the relationship with teacher. Overall, students who reported a higher quality relationship with their teacher also perceived themselves to be in greater control and to put forth more effort than students reporting a relatively lower quality relationship. Two relationship dimensions “high trust and low alienation“ appeared to account for these findings.

Committee: John Marazita Dr. (Advisor); Marlissa Stauffer Dr. (Advisor) Subjects: Education

Bachelor of Arts, Wittenberg University, 2023, Education

For this paper, I will provide educators with actions they can take to make their classroom a safe place for their students to learn and be themselves. If educators implement these actions within their classrooms, then they will be helping their students in many ways. Educators might see their students' education grow and flourish because students will create an environment where they feel like their teacher is a safe individual they can trust. The classroom and classmates will become like a second home and family, allowing them to freely express themselves without fear of being mistreated or outcasted. I will also discuss how I conducted observations and spoke with my cooperating teacher about social-emotional learning (SEL) within her classroom/school. Finally, I will discuss and reflect on an SEL activity I implemented in my student-teaching classroom.

Committee: Layla Besson (Advisor); Amy McGuffey (Committee Member); Stephanie Little (Committee Member) Subjects: Education; Educational Psychology; Elementary Education

Master of Science (MS), Ohio University, 2022, Clinical Psychology (Arts and Sciences)

Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. The aims of this study were to (1) assess the replicability of the finding that students with elevated ADHD symptoms are rated by their teachers as more stressful to teach than students without these behavioral problems and (2) explore the extent to which key factors (i.e., overall work-related stress, student-teacher relationship quality, training and use of positive behavioral intervention and supports) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed online survey questions about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these behaviors (d = 1.52). Additionally, overall work-related stress, closeness and conflict in the student-teacher relationship, and prioritization of positive behavioral intervention and supports in the classroom moderated the relationship between student ADHD symptom severity and related teacher stress. Implications of these findings and directions for future research are discussed.

Committee: Julie Owens (Advisor); Darcey Allan (Committee Member); Steve Evans (Committee Member) Subjects: Clinical Psychology; Psychology

Doctor of Education (Ed.D.), University of Findlay, 2021, Education

Teacher-student relationships play a critical role in a student's success in the classroom, including a student's effort, motivation, and confidence in reading. There has been limited research that examines this relationship from the student's viewpoint. This study aimed to explore the student's perspective of this relationship and how it affects a student's motivation, confidence, and effort in reading. This mixed-methods study occurred at a rural school district in Southwest Ohio and aimed to help teachers and administrators better understand how to facilitate a positive teacher-student relationship. Twenty at-risk readers completed a three-part survey. Nine of those students were interviewed to further investigate the teacher-student relationship and how it relates to a student's confidence, effort, and motivation in reading. The researcher collected descriptive statistics and ran correlations on quantitative data while coding was completed with qualitative data. Results concluded that all students in the study viewed their relationship with their teacher as positive. Students stated that it was most important that their teacher show they care, that their teacher helps when they don't understand, and that they feel good in their classroom. In the interviews, it was further revealed that students value a helpful and friendly teacher. A moderate positive correlation was found between a student's view of their relationship and their effort in reading. Interviews showed that those students with a positive relationship were more likely to be motivated in reading class. Finally, there was a moderate negative correlation between the strength of the teacher-student relationship and a student's confidence in reading. When examining these results, it is clear that teachers need to focus on fostering their relationship with their students to aid in motivation and effort in reading class.

Committee: Mary Heather Munger (Committee Chair); Amanda Ochsner (Committee Member); Kara Parker (Committee Member) Subjects: Elementary Education

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to examine the trajectory of bullying victimization from third through sixth grade, as well as the role that school-based factors play in predicting victimization in grade six. Victimization is associated with negative social, emotional, educational, behavioral, and psychological short term and long-term outcomes (Hawker & Boulton, 2000; Swearer, Grills, Haye, & Cary 2004). National survey research suggests that about 20% of youth ages 12 to 18 report being victimized at school, with school being the most common place for victimization to occur (Musu, Zhang, Wang, Khang, & Ouderkerk, 2019). Rates of prevalence tend to increase as students transition from elementary to middle school (Dinkes, Kemp, Baum, & Snyder, 2009). There has been limited research that closely examines the school-based factors that may be associated with the increase in victimization as students transition to middle school. This study utilized data collected as a part of a national study of youth development to explore victimization and associated factors during the later elementary years. A generalized linear mixed model examined the stability of the victim role in from third to sixth grade. A McNemar's test compared victimization prevalence in grades five and six. A binary logistic regression explored the predictive role of school-based factors on victimization in the sixth grade. Results suggest role instability from grades three to six, a non-significant difference in overall victimization for grades five and six, and the importance of teacher-focused factors in predicting victimization in sixth grade.

Committee: Karla Anhalt Ph.D. (Advisor); Cowan Richard Ph.D. (Committee Member); Schenker Jason Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Psychology; School Administration; School Counseling; Teacher Education

Doctor of Education, Miami University, 2019, Educational Leadership

How does an initiative on culturally responsive practices stimulate best practices in the classroom for all students? Research states that culturally responsive practices help include and engage students. In addition, students who have strong relationships with teachers may feel included in the classroom and, thus, engaged in their learning. This study supports the research in that when a teacher creates a relationship and becomes aware of culturally responsive practices through a focused professional development experience, students and teachers benefit. The benefits range from creating an inclusive environment to personalized learning for the student, which address their needs and takes into account their interests and backgrounds.

Committee: Lisa Weems (Committee Chair); Lucian Szlizewski (Committee Co-Chair); Amity Noltemeyer (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy, Case Western Reserve University, 2019, Management

Identity development is a key part of flourishing, but how an at-risk emerging adult student shapes a life project meant for a flourishing life has been understudied. There is a notable gap in current literature examining the effects of capital negotiation (social capital and identity capital) on life project design, and informal educator behaviors on emerging adult student employability and identity capital, which we argue are critical, missing elements of a flourishing life project. Previous research on informal student-faculty interactions has addressed academic/educational outcomes of those interactions, leaving void the potential identity capital development and negotiation also resulting from those same interactions. In the same vein, much research has addressed counseling life designing, some even for vulnerable youth, but little attention has been devoted to informal edu-mentor behaviors regarding the planning of a life project for at-risk emerging adult students across educational settings. This work borrows from othering and literature on under-resourced students to begin to define at-risk, but we concentrate its definition by specifying Adverse Childhood Experiences (ACE). This dissertation's intensive interviews and structural equation modeling investigated behaviors of faculty that foster bonding with students, the consequences of which resulted in student identity capital development. The research offered herein developed from a three-part exploratory sequential mixed methods project addressing how an at-risk emerging adult student negotiates capital in shaping a life project across educational settings. The initial phase leveraged a grounded theory approach to examine the student-teacher relationship from the secondary school teacher's perspective. I investigated the particular behaviors, social and emotional intelligence competencies, and practices that made a teacher good at the facilitation of a relationship with othered students, specifically (open full item for complete abstract)

Committee: Paul Salipante (Committee Chair); Diana Bilimoria (Committee Member); James Gaskin (Committee Member); Kalle Lyytinen (Committee Member) Subjects: Adult Education; Community Colleges; Continuing Education; Education; Education Policy; Educational Evaluation; Educational Leadership; Higher Education; Management; Organizational Behavior; School Administration; Secondary Education; Social Psychology; Social Research; Systems Design; Teacher Education; Teaching

Doctor of Education, Miami University, 2019, Educational Leadership

PERCEPTIONS OF SCHOOL CULTURE AND THEIR INFLUENCE ON THE TEACHER-STUDENT RELATIONSHIP by Angela M. Ervin Teachers face many challenges in their work. These challenges include a growing number of expectations such as increased teaching standards, state-mandated testing, and other policies that are continually changing. In addition to these challenges, teachers also face challenges in the changes to student demographics including socio-economic, family dynamics, and mental health issues. All of these dynamics may create varying perceptions that teachers have of their school's culture. Despite these challenges and perceptions, teachers need to create classroom environments where students are succeeding in their educational outcomes. The purpose of this exploratory mixed-methods case study is to examine how teacher's perceptions of school culture, defined by the values, beliefs, traditions, and artifacts understood by the school community (Stolp, 1995), may influence the culture that they create in their classroom. The research question explored is as follows: How do teachers' perceptions of school culture influence their relationships with students? This question was addressed through research conducted at a Midwestern elementary school that services students in second through fifth grades. A survey, classroom observations, and teacher interviews were utilized. Based on the research conducted, it was found that the school was perceived as having an overall positive culture by the staff. Despite this finding, there were differences in classroom environments and relationships that teachers had with their students. These differences appear to be based on the differing perceptions that individual teachers had about the culture of their school.

Committee: Joel Malin Dr (Committee Chair); Lucian Szlizewski Dr. (Advisor); Amity Noltemeyer Dr (Other) Subjects: Educational Leadership; School Administration

Doctor of Philosophy in Urban Education, Cleveland State University, 2018, College of Education and Human Services

Researchers across multiple disciplines suggest that teacher-student relationship quality (TSRQ) has a strong association with positive student outcomes across all domains of student functioning (McGrath & Van Bergen, 2015) and serves as a moderating factor in outcome measures for students of color (Murray, Waas, & Murray, 2008) and for those considered economically disadvantaged (Olsson, 2009). Despite the clear benefits of positive TSRQ, the literature is scarce regarding teacher specific factors that may impact TSRQ. This study is the first to explore TSRQ in relation to implicit teacher factors utilizing a mixed-methods approach. Through canonical correlation analysis, utilizing a sample of 135 urban K-12 educators, one significant root (Wilks' ¿ = .63, F (22, 244) = 2.85, p < .001) and one trending root (Wilks' ¿ = .87, F (10, 123) = 1.73, p = .081) were identified, suggesting a statistically significant amount of the variance in TSRQ could be traced to one or more burnout and culturally competent factors. Further analysis found cultural awareness, culturally responsive classroom management, and levels of personal accomplishment to be the most highly correlated with TSRQ. Grounded theory qualitative inquiry was then used to provide context to the findings from Phase I. Seven participants were interviewed, and their responses helped to lay the groundwork for a framework of Teacher-Student relating that is multi-leveled, multi-dimensional, and cross-disciplinary. This framework, arising from both the interview data and the canonical correlation analysis highlights two primary dimensions at play in teacher-student relationships: the environment, which includes, but it not limited to, home, school, and political environments, and the teacher's inner working model, or way of viewing the world, the student, and the self within the world of education. Implications for research, theory, and practice in both the educational and psychological fields are dis (open full item for complete abstract)

Committee: Graham Stead PhD (Committee Chair); Joanne Goodell PhD (Committee Member); Justin Perry PhD (Committee Member); Julia Phillips PhD (Committee Member); Kathleen McNamara PhD (Committee Member) Subjects: Counseling Psychology; Education; Educational Psychology; Educational Theory; Multicultural Education; Psychology; Teacher Education

BS, Kent State University, 2016, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This thesis sought to understand students', teachers', and administrators' views on and personal definitions of mentoring in a secondary school in an effort to develop a preliminary definition of mentoring within this context. A sample of 20 students, teachers, and administrators two schools of varied demographic and socio-economic populations were interviewed concerning personal definitions of mentoring, whether or not teachers were or should be viewed as mentors, and each individual's experience with mentoring. Each student identified at least one teacher that they have seen as serving the role of mentor. Students considered such characteristics as openness and passion as important in viewing teachers as mentors and defined “mentor” as someone who guides you and someone who cares about you. Each teacher has previously considered themselves to be a mentor to one or more students and likewise define the word “mentor” as someone who guides you and someone who fosters a relationship. This research provides an opportunity for personal growth as an educator and for growth for the field of education. Both students and teachers stated that the teacher occupies an important role of students' lives and, therefore, must recognize the importance of that role. Additionally, some students indicated the desire for a mentor in their teachers, further shining light in the influential position a teacher holds.

Committee: Anne Morrison Ph.D. (Advisor); Suzy D'Enbeau Ph.D. (Committee Member); Christina McVay (Committee Member); Sonya Wisdom Ph.D. (Committee Member) Subjects: Education; Pedagogy; Secondary Education; Social Studies Education; Teacher Education

Doctor of Philosophy, The Ohio State University, 2010, EDU Policy and Leadership

The purpose of this qualitative study was to explore the espoused and enacted teacher beliefs of certified nurse educators and to identify the role that those beliefs play in the understanding of relationship with nursing students. Teacher beliefs of primary and secondary teachers have been studied and reported in the literature for over 30 years. However, knowledge about teacher beliefs of nurse educators is underrepresented in both nursing and education literature. A multiple case study approach was used for the research. Four case study subjects, representing at total of 68 years of teaching experience, were selected from a group of educators who have earned recognition of teaching expertise through the National League for Nursing as certified nurse educators (CNE). Data were collected through interviews and videotaped classroom observations with the participants over a period of two academic terms. Data were examined through the process of multiple codings and cross case analyses. Theories of teacher self-efficacy, teaching and learning, and student-teacher relationships provided the framework for coding data, reporting results, and drawing conclusions. Certified nurse educators in this study expressed teacher self-efficacy in the development and delivery of instructional pedagogy in their self-identified roles in teaching, but negative efficacy about the ability to engage nursing students in the pedagogy. Beliefs about student responsibility in learning, about priorities in teaching subject matter and knowledge about the craft of teaching became evident. Participant certified nurse educators feel efficacious in developing relationship with students. Results indicate that their personal prelicensure education experiences underpin their development of relationships with nursing students. Unexpected teacher beliefs emerged from this study related to the role of human patients in the timing of teaching moments in clinical settings and in the participants' perceptio (open full item for complete abstract)

Committee: Anita Woolfolk Hoy PhD (Committee Chair); Heather Davis PhD (Committee Co-Chair); Antoinette Errante PhD (Committee Member); Robert Hite PhD (Committee Member) Subjects: Education; Educational Psychology; Nursing

Doctor of Education (EdD), Ohio University, 2008, Educational Administration (Education)

This study involves teachers' and principals' perceptions of teacher leadership with a specific focus on teacher leadership with at-risk students. The dimensions of teacher leadership for this study include teacher involvement, teacher change agency, teacher collaboration, knowledge bases for diversity, and instructional improvement regarding at-risk students. Teachers and principals in elementary, middle and high schools in 15 Southeast Ohio counties participated in the study. Data analyses were completed by descriptive and MANOVA computations. There was no significant difference in the respondents attitudes regarding teacher leadership and gender; however, there was for position. Of the four dimensions of teacher leadership, data show teacher collaboration as the most agreed, followed by teacher involvement and teacher change agency comes third while knowledge bases for diversity is the least agreed. Data also reflect that the respondents believed their professional qualifications did not prepare them for the leadership challenge of dealing with at-risk students.

Committee: Catherine H. Glascock PhD (Advisor); George Johanson EdD (Committee Member); Arlie Woodrum PhD (Committee Member); Timothy Mckeny PhD (Committee Member) Subjects: Education; Educational Theory; Higher Education; Public Administration; Secondary Education; Teacher Education; Teaching

Master of Arts, Miami University, 2011, Communication Studies

The purpose of this study was to begin research based on students' perceptions of student-teacher interaction on the social networking site Facebook. Specifically, whether interaction on Facebook between students and teachers could increase the social dimension of the student-teacher relationship, in turn increasing the task dimension. The study focused on understanding the role a teacher's sex and age plays in student-teacher interaction on Facebook. Additionally, the research examined student perceptions regarding whether students or teachers should initiate interaction on Facebook. Finally, the study allowed students to share their ideas regarding what types of information teachers should and should not share with students through Facebook. Although few significant results were found, the results indicated that students were open to a small increase in student-teacher interaction on Facebook, but that such interaction should remain mostly task oriented. Discussion of the results and suggestions for future research are also provided.

Committee: Lawrence Nadler (Advisor); Todd Holm (Committee Member); Judith Weiner (Committee Member) Subjects: Communication

Doctor of Philosophy, University of Akron, 2012, Counseling Psychology

The purpose of this study was to test the applicability of working alliance theory (Bordin, 1979; Castonguay, Constantino, & Grosse Holtforth, 2006) and interpersonal influence theory (Strong, 1968) as ways to articulate an empirically informed model of student-teacher relationships in order to extend the current body of knowledge on effective teaching practices and philosophies. Working alliance theory has previously been adapted to supervisory, advisory, and therapeutic group relationships with success. Several authors (e.g., Koch, 2004; Meyers, 2008) have discussed how working alliance theory may fit into a model of student-teacher relationships. This study tested this line of reasoning by providing an empirical evaluation of student-teacher working alliances. In addition, this study examined Strong's (1968) interpersonal influence theory, which has been used to successfully explain hierarchical elements in counseling relationships. In order to thoroughly test these theories, they were first examined separately, and then tested together as complementary theories. Results suggested that the combination of the working alliance theory and the interpersonal influence theory results in an interpretable solution that accounts for significant amounts of variance. The resulting final measurement scale, called the Student-Teacher Relationship Inventory (STRI), was based on items derived from both theories. In addition, preliminary predictive validity of the STRI was examined by comparing the STRI to four student outcome measures: (a) student self-efficacy, (b) satisfaction with course and teacher, (c) student participation in learning, and (d) course performance. Consistent with previous findings, the STRI scores were positively correlated with self-efficacy, satisfaction, and participation in learning. STRI scores were not correlated with overall course performance.

Committee: Charles Waehler Dr. (Advisor); James Rogers Dr. (Committee Member); Joelle Elicker Dr. (Committee Member); David Tokar Dr. (Committee Member); Renee Mudrey-Camino Dr. (Committee Member) Subjects: Education; Educational Psychology; Teaching