Date of Award

January 2021

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Andrew W. Place

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Roger C. Cleveland

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Tanlee Wasson

Department Affiliation

Other

Abstract

The purpose of this study was to determine the relationship between teacher-student relationships and student engagement. Specifically, this study was designed to answer the following questions (a) Is there a correlation between student engagement and teacher-student relationships? and (b) Is there a correlation between student engagement and a safe classroom environment (location of teacher-student relationship development)?

The Kentucky Student Voice Survey (KSVS) survey utilizing a Likert-scale was given anonymously to the students of 804 classroom teachers in grades three through twelve in a school district in the state of Kentucky. Of the seven domains of the KSVS, the domains of Engage, Nurture, Trust, Support, and Understand were statistically measured.

The study findings indicated that there is a significant correlation between student engagement and teacher-student relationships developed in safe classroom environments. A significant positive correlation was found because all of the predictor variables were a significant predictor of teacher-student relationships impacting student engagement in the classroom.

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