Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

Summer 2018

Document Type

Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Advisor(s)

Tammy D. Gilligan

Deborah Kipps-Vaughan

Dannette Allen-Bronaugh

Abstract

Previous research has offered understanding of resiliency factors in the classroom setting to create and enhance student-teacher relationships (STR). Additionally, numerous studies have examined public school teachers’ burnout across the three areas of emotional exhaustion, depersonalization, and diminished personal accomplishment. Few studies, however, have combined these two research areas to better understand the relationship between them. This study uses intervention methods to provide 2nd-grade to 5th-grade teachers in one elementary school in Central Virginia applicable and efficient ways to build student-teacher relationships in the classroom and reduce their job-related stress. Pre- and post-intervention data was collected across two measures, evaluating participants’ current knowledge and practice of student-teacher relationship behaviors and their current feelings of burnout. Analysis of results examines differences and change in scores after the intervention was implemented. As one of very few intervention studies examining student-teacher relationship (STR) behaviors and its impact on teacher wellness, suggestions for future research are included, as well as specific implications for those in the field of school psychology.

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