{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/104055"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/104055","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences","abstract":"This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).","abstract_html":"This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs).","abstract_has_math":false,"creators":["Hunt, Turonne Kalada"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mullen, Carol Ann"],"committee_members":["Cash, Carol S.","Earthman, Glen I.","Brinkmann, Jodie Lynn"],"year":2021,"date_issued":"2021-06-28","date_published":"2021-06-28","updated_at":"2026-07-22T22:20:29Z","subjects":["academic experience","behavioral experience","educational leader","emotional disability","relationship phases","strategies","social experience","teacher-student relationships"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31715"],"render_values":[{"text":"vt_gsexam:31715","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/104055","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mullen, Carol Ann"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cash, Carol S.","Earthman, Glen I.","Brinkmann, Jodie Lynn"]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Hunt, Turonne Kalada"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-06-29T08:01:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-29T08:01:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-06-28"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["academic experience","behavioral experience","educational leader","emotional disability","relationship phases","strategies","social experience","teacher-student relationships"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:31715"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/104055"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). The identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of building teacher-student relationships. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. Data analysis included inductive and deductive coding of the transcribed interviews to identify strategies that teachers use to influence students with EDs SAB and to align the identified strategies within the four phases of building TSRs. Findings of the study suggest five key strategies that teachers are using to influence students socially, five key strategies that teachers are using to influence students academically, and eight key strategies that teachers are using to influence students behaviorally. Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs)."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs)."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Exploring the K–12 Teacher-Student Relationship: Strategies Teachers Use to Influence Students With Emotional Disabilities' School Experiences"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Mullen, Carol Ann"],"dc:contributor.committeemember":["Cash, Carol S.","Earthman, Glen I.","Brinkmann, Jodie Lynn"],"dc:contributor.department":["Counselor Education"],"dc:creator":["Hunt, Turonne Kalada"],"dc:date.accessioned":["2021-06-29T08:01:00Z"],"dc:date.available":["2021-06-29T08:01:00Z"],"dc:date.issued":["2021-06-28"],"dc:description.abstract":["This study explored the K-12 teacher-student relationship (TSR) by identifying strategies that teachers use to influence students with emotional disabilities' (EDs) school experiences socially, academically, and behaviorally (SAB). 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Additionally, five strategies aligned within the appraisal phase, six strategies aligned within the agreement phase, nine strategies aligned within the testing phase, and nine strategies aligned within the planning phase. The results of this study could provide further insight to scholars to support the need for teachers to use research/ evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. Educational leaders and teachers are provided with strategies they can use when working with students with EDs to improve school related outcomes and build teacher-student relationships (TSRs)."],"dc:description.abstractgeneral":["This study explored the K-12 teacher-student relationship (TSR) by identifying key strategies that teachers are using to influence students with emotional disabilities socially, academically, and behaviorally. Additionally, the identified strategies were organized around the four phases (appraisal, testing, agreement, and planning) of relationship building. This was a qualitative study that involved nine interviews with teachers (6 elementary, 1 middle, and 2 high school) from two school divisions (one rural and one suburban) in southwest Virginia. The findings of this study should provide scholars with additional research to support the need for teachers to use research/evidence-based strategies when working with students with EDs to assist the students in achieving better outcomes. 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