Date
5-2016
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Gail Collins
Keywords
Christian Schools, Positive Relationships, Student, Teacher
Disciplines
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education | Social and Philosophical Foundations of Education
Recommended Citation
Stouffer, Joy, "A Grounded Theory Study on Building Positive Teacher-Student Relationships in Christian Schools" (2016). Doctoral Dissertations and Projects. 1195.
https://digitalcommons.liberty.edu/doctoral/1195
Abstract
The purpose of this systematic grounded theory study was to understand how teachers and students from open-enrollment Christian schools in Guam and Hawaii described the process of building positive teacher-student relationships. The framework guiding this study was social constructivism and Vygotsky’s (1980), Bruner’s (1997) and Bandura’s (1993) theories on the influence of environmental factors on the perceptions of the teacher-student relationship. The central research question asked how teachers and students described the process of building positive teacher-student relationships in Christian schools. Data collection methods included online surveys, focus groups, and individual interviews. A systematic, grounded theory approach, data analysis, and coding was utilized to identify the themes, which were developed into a model to describe the process of building positive teacher-student relationships in Christian schools.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons
