This mixed methods case study of K-5 schools in a medium sized Southern California school district, investigated teachers’ descriptions and perceptions of their teacher-student relationships and relationship building experiences with students. Teachers’ views were analyzed at district, school site, and individual levels to uncover both common and unique patterns across these various contexts. Surveys and interviews were used to gather data. Surveys were quantitatively analyzed, and interviews underwent a qualitative thematic analysis but were also supported by quantitative data (e.g., code recurrence frequencies and percentages). Data results of teachers’ descriptions and perceptions on teacher-student relationships provided teachers’ overall views, in addition to their views on the role of teacher-student relationships on learning outcomes (e.g., academic, behavioral, social-emotional, psycho-social) and effective strategies for relationship building. Practice, policy, and research implications from the study were provided.
","abstract_html":"<p>This mixed methods case study of K-5 schools in a medium sized Southern California school district, investigated teachers’ descriptions and perceptions of their teacher-student relationships and relationship building experiences with students. Teachers’ views were analyzed at district, school site, and individual levels to uncover both common and unique patterns across these various contexts. Surveys and interviews were used to gather data. Surveys were quantitatively analyzed, and interviews underwent a qualitative thematic analysis but were also supported by quantitative data (e.g., code recurrence frequencies and percentages). Data results of teachers’ descriptions and perceptions on teacher-student relationships provided teachers’ overall views, in addition to their views on the role of teacher-student relationships on learning outcomes (e.g., academic, behavioral, social-emotional, psycho-social) and effective strategies for relationship building. Practice, policy, and research implications from the study were provided.</p>","abstract_has_math":false,"creators":["Janoyan, Anais"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["DeLacy Ganley","June K. Hilton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:15Z","subjects":["K-5 education","learning outcomes","mixed methods case study","relationship building strategies","teacher-student relationships","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/486","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["DeLacy Ganley","June K. Hilton"]},{"key":"dc:creator","label":"Author","values":["Janoyan, Anais"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["K-5 education","learning outcomes","mixed methods case study","relationship building strategies","teacher-student relationships","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/486"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed methods case study of K-5 schools in a medium sized Southern California school district, investigated teachers’ descriptions and perceptions of their teacher-student relationships and relationship building experiences with students. Teachers’ views were analyzed at district, school site, and individual levels to uncover both common and unique patterns across these various contexts. Surveys and interviews were used to gather data. Surveys were quantitatively analyzed, and interviews underwent a qualitative thematic analysis but were also supported by quantitative data (e.g., code recurrence frequencies and percentages). Data results of teachers’ descriptions and perceptions on teacher-student relationships provided teachers’ overall views, in addition to their views on the role of teacher-student relationships on learning outcomes (e.g., academic, behavioral, social-emotional, psycho-social) and effective strategies for relationship building. Practice, policy, and research implications from the study were provided.
"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of Relationship Building with Students: A Case Study of K-5 Schools in a Southern California School District"]}]}],"canonical_facts":{"dc:contributor":["DeLacy Ganley","June K. Hilton"],"dc:creator":["Janoyan, Anais"],"dc:date.available":["2023-04-20T07:00:00Z"],"dc:description.abstract":["This mixed methods case study of K-5 schools in a medium sized Southern California school district, investigated teachers’ descriptions and perceptions of their teacher-student relationships and relationship building experiences with students. Teachers’ views were analyzed at district, school site, and individual levels to uncover both common and unique patterns across these various contexts. Surveys and interviews were used to gather data. Surveys were quantitatively analyzed, and interviews underwent a qualitative thematic analysis but were also supported by quantitative data (e.g., code recurrence frequencies and percentages). Data results of teachers’ descriptions and perceptions on teacher-student relationships provided teachers’ overall views, in addition to their views on the role of teacher-student relationships on learning outcomes (e.g., academic, behavioral, social-emotional, psycho-social) and effective strategies for relationship building. Practice, policy, and research implications from the study were provided.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/486"],"dc:subject":["K-5 education","learning outcomes","mixed methods case study","relationship building strategies","teacher-student relationships","Education"],"dc:title":["Teacher Perceptions of Relationship Building with Students: A Case Study of K-5 Schools in a Southern California School District"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:15Z"}