The primary purpose of this study was to explore the correlations between students' perceptions of their relationships with teachers, students' academic achievement and students' classroom behavior. A secondary purpose of the study was to investigate if students' ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students' perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students.
","abstract_html":"<p>The primary purpose of this study was to explore the correlations between students' perceptions of their relationships with teachers, students' academic achievement and students' classroom behavior. A secondary purpose of the study was to investigate if students' ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students' perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students.</p>","abstract_has_math":false,"creators":["Gill, Khushwinder Kaur"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Lynn Beck"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["School administration","Education","Academic achievement","Classroom behavior","Ethnicity","Gender","Socioeconomic status","Teacher-student relationship","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267506801"],"render_values":[{"text":"9781267506801","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/84","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynn Beck"]},{"key":"dc:creator","label":"Author","values":["Gill, Khushwinder Kaur"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:53:54Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School administration","Education","Academic achievement","Classroom behavior","Ethnicity","Gender","Socioeconomic status","Teacher-student relationship","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781267506801","https://scholarlycommons.pacific.edu/uop_etds/84"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study was to explore the correlations between students' perceptions of their relationships with teachers, students' academic achievement and students' classroom behavior. A secondary purpose of the study was to investigate if students' ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students' perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students.
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