Theses and Dissertations

ORCID

https://orcid.org/0000-0002-6908-6119

Advisor

Bates-Brantley, Kayla

Committee Member

McCleon, Tawny E.

Committee Member

Wei, Tianlan

Committee Member

Looby, E. Joan

Committee Member

Wildmon, Mark

Date of Degree

8-13-2024

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

The significance of positive relationships, particularly between teachers and students, in fostering resilience among children is well-established. While various studies have delved into the dynamics and impacts of these relationships, there is a notable gap in research that directly assesses how teacher-student bonds influence students’ resilience levels. This study aims to bridge the gap by examining students’ perceptions of their relationships with teachers and how these perceptions correlate with their reported resilience levels. Participants (n = 59) included middle and high school students recruited from a school district in northeastern Mississippi. Participants completed surveys measuring their perception of their relationship with their most influential teacher from the current school year as well as a survey measuring their level of resilience. This was done by completing a Demographic Survey, the Student Perception of Affective Relationship with Teacher (SPARTS) measure, and the Resilience Scales for Children and Adolescents (RSCA) measure. Results indicated significant correlation between perceived closeness with teachers and resilience. By extending the use of the SPARTS measure to high school students, the current study contributes to understanding teacher-student relationships in older students, as well as promoting the overall significance of positive teacher-student interactions to cultivate resilience and improve life outcomes for students across all K-12 education levels. These findings have implications to promote the essential presence of positive teacher-student relationships to foster resilience and improve outcomes for all students.

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