Quantifying New Teacher Relational Competence with At-Risk Adolescents

Positive teacher-student relationships can have long-lasting beneficial social, academic, and mental health effects on a child’s human development. Many teachers see relations and interactions with the students as the most difficult aspect of teaching, and they experience that their teacher training does not prepare them sufficiently for these aspects of the teaching profession. Many Western nations are experiencing difficulties attracting new teachers and retaining them once they are in the profession. By incorporating the teaching of relational competences to new teachers in Denmark, new teachers have seen an increase in recognizing the pre-challenges and pre-conditions that students bring with them into the classroom. Further research is needed to determine if new teachers within the United States believe they have the relational competences needed to develop relationships with students from poverty as they interact in a dynamic ecological system.|Keywords: Ecological Systems Theory, relational competences, new teachers, attrition, at-risk adolescents

Grantor dc:publisher

Creighton University

Year dc:date.issued

2018

Author dc:creator

• Storch, Shannon J.

Advisor dc:contributor.advisor

• Guetterman, Timothy C.

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/119933

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/119933