Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


AEPoklar FINAL Dissertation.pdf (1.26 MB)

ETD Abstract Container

Abstract Header

Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence

Poklar, Ashley E
http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532

Abstract Details

2018, Doctor of Philosophy in Urban Education, Cleveland State University, 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 discussed, as are the limitations of the current study.
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)
199 p.
Counseling Psychology; Education; Educational Psychology; Educational Theory; Multicultural Education; Psychology; Teacher Education
teacher-student relationship; teacher burnout; cultural competence; education; Framework of Relating; Counseling Psychology; schools; multicultural competence; developmental theories

Recommended Citations

Citations

  • Poklar, A. E. (2018). Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532

    APA Style (7th edition)

  • Poklar, Ashley. Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence. 2018. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.

    MLA Style (8th edition)

  • Poklar, Ashley. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Doctoral dissertation, Cleveland State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532

    Chicago Manual of Style (17th edition)

csu1544051173124532
469
© 2018, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.