Benefits of Fostering Positive Teacher-Student Relationships

Abstract

This correlation study explores the association between positive student-teacher relationships, academic achievement, and positive classroom behavior. The purpose of this study is to determine the importance of developing positive relationships with students in order to foster positive classroom behavior and academic performance. This study used a correlation design to measure how closely two variables relate to one another. The independent variable in the study was the positive relationships the classroom teacher-developed with the sample group. The dependent variables in the study were a School Climate and Culture Survey, mathematic and reading academic percentage data and behavioral data collected from Minor Incident Reports (MIR). The insignificance in the relationship between the variables in the correlation is represented through the following descriptive statistics. The School Climate and Culture Survey (mean = 17.79, SD = 2.5), mathematic percentage (mean = 94.04, SD = 4.4), reading percentage (mean = 91.8, SD = 4.3) and MIR behavioral data (mean = 0.33, SD = 0. 57). Consequently, a null hypothesis was accepted. The null hypothesis in this study is that behaviors and academic achievement levels of students in classrooms with positive teacher-student relationships are not significantly better nor higher than students in the classrooms without a strong culture and positive teacher-student relationships. Implications, shortcomings, and ideas for future research are addressed.