How Student-Teacher Relationships Influence School Climate: A Literature Review

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dc.contributor.authorLarson, Amy
dc.date.accessioned2014-04-11T22:45:00Z
dc.date.available2014-04-11T22:45:00Z
dc.date.issued2014-04
dc.descriptionAn analysis of factors that influence student perceptions of school climate and how the teacher can intervene on those perceptions.en_US
dc.description.abstractStudent-teacher relationships contribute to the phenomenon of school climate (Fan, Williams, & Corkin, 2011; Lee, 2012; Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013). A considerable amount of research has focused on factors having an effect on school climate. This study examines the research literature addressing student-teacher relationships, student perceptions of school climate, and effective teaching styles while identifying how these factors affect school climate. A database search and a hand search were completed to identify and select articles focusing on aspects of student-teacher relationships and how they affect school climate. Findings suggest student perceptions, gender, race, disability, and family risk factors to be influences on student-teacher relationships, in turn, influencing school climate. Implications for educators and future research are also discussed.en_US
dc.description.sponsorshipDr. Heather Haynes-Smithen_US
dc.identifier.citation(Larson, 2014)en_US
dc.identifier.urihttp://hdl.handle.net/11274/389
dc.language.isoen_USen_US
dc.publisherTWU Research Symposiumen_US
dc.subjectSchool Climate Teacher Student Relationshipen_US
dc.titleHow Student-Teacher Relationships Influence School Climate: A Literature Reviewen_US
dc.typePosteren_US

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