Date
12-2013
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Gary Kuhne
Keywords
Academic Success, Institutional Barriers, Instructor Anxiety, Instructor Connectedness, Perceptions, Student-Teacher Relationships
Disciplines
Adult and Continuing Education Administration | Educational Leadership | Educational Psychology
Recommended Citation
Hairston, Melissa, "Perceptions of Student-Teacher Relationships and GED Completion: A Correlational Study" (2013). Doctoral Dissertations and Projects. 777.
https://digitalcommons.liberty.edu/doctoral/777
Abstract
This study took an in depth look at student-teacher relationships as one institutional barrier affecting GED completion among adults. The purpose of this study was to examine the perceptions of student-instructor relationships, specifically Instructor Connectedness and Instructor Anxiety, and its effects on adults seeking GED completion. Data from approximately 120 students who attended classes for at least 20 hours at the Regional Learning Center were surveyed using the Student-Instructor Relationship Survey in Portsmouth, Virginia. A quantitative design utilizing correlational statistics to produce Pearson's r was used to determine if correlations existed among Instructor Connectedness and Instructor Anxiety with the following variables: test completion, age, gender, and returning students. Data analysis demonstrated significant correlations among age and test completion with Instructor Connectedness and Instructor Anxiety.
Included in
Adult and Continuing Education Administration Commons, Educational Leadership Commons, Educational Psychology Commons
