School of Education
Doctor of Philosophy in Education (PhD)
Teacher-student Relationships, Classroom Management, Challenging Behavior
Education | Special Education and Teaching
Slifko, Kristen, "Teacher-Student Relationships Influencing Classroom Management of Challenging Behaviors: A Case Study" (2022). Doctoral Dissertations and Projects. 3492.
The purpose of this case study was to understand how teacher-student relationships influence classroom management of students with challenging behaviors for teachers of ninth- grade Multi-tiered System of Supports (MTSS) students at Blue High School. The theory guiding this study was Glasser’s choice theory. All human behavior is driven by the desire to satisfy the five basic needs: survival, freedom, fun, power, and love. Behaviors happen because of personal choices made in an attempt to fulfill those needs. This idea served as a framework for all research and data collection. The method used for this case study was qualitative with a multi-case study design. A distinct analytical approach was used to understand how teacher-student relationships influence classroom management of students who display challenging behaviors. This study consisted of ten10 to twelve 12 teachers who teach ninth-grade students in the MTSS program at Blue High School. Observations of teachers were recorded, and interviews followed the completion of those observations. Further, document analysis was used regarding students’ discipline records provided by the principal of Blue High School. Yin’s research design guided all research procedures. Data analysis was completed along with, pattern matching, explanation building, and cross-case synthesis that analyzed all collected information on the themes of communication, inconsistent teacher response, inclusion and belonging, teacher- student relationships, and correcting challenging behaviors.