AN ANALYSIS OF FACTORS THAT PROMOTE TEACHER STUDENT RELATIONSHIPS OF ALTERNATIVE EDUCATIONAL STUDENTS BASED UPON PERCEPTIONS OF SCHOOL CLIMATE DATA

Abstract

ABSTRACT

Title of Dissertation: AN ANALYSIS OF FACTORS THAT PROMOTE TEACHER STUDENT RELATIONSHIPS OF ALTERNATIVE EDUCATIONAL STUDENTS BASED UPON PERCEPTIONS OF SCHOOL CLIMATE DATA

Gordon Libby, Doctor of Education, 2024

Dissertation directed by: Associate Director School System Leadership Doctoral Program, Pamela Shetley, Ed. D., College of Education, University of Maryland, College Park

A quantitative quasi-experimental study was conducted in one large urban school system, in the Mid-Atlantic region of the United States to examine the efficacy of alternative high schools for students at high-risk of academic failure as compared to students in traditional high schools. The primary research question addressed how students at JCCPS alternative schools, who are often considered at-risk, perceive teacher “caring or nurturing” behaviors according to the school climate survey compared to their peers' traditional high schools. The investigation revealed that there is a significant difference in student perceptions of teacher caring and nurturing behaviors related to school climate for high-risk students enrolled in alternative schools versus students enrolled in traditional schools. The research was conducted in one large urban school system and will be referred to as Jefferson Conway County Public School System (JCCPS). JCCPS has utilized alternative school programs for over twenty years. Through a quasi-experimental analysis of student responses on a biannual school climate survey, this study examined the differences in student perceptions of teacher caring and nurturing behaviors related to school climate. Twelve items from the survey emerged as being relevant to the study and were compared to Bulach’s Five Factors, a theoretical framework for understanding student perceptions of teacher caring. The data were analyzed using descriptive statistics and t-tests to determine significant differences between the two groups. The data collected provided an opportunity to make recommendations to JCCPS on the benefits that alternative schools have on at-risk alternative school students in their system. Additional research was also recommended to expand this research to multiple school districts to further identify the significant factors that are explanatory of student perceptions of teacher caring and nurturing behaviors for at-risk students enrolled in alternative high schools versus students in traditional high schools. AN ANALYSIS OF FACTORS THAT PROMOTE TEA