Twenty-sixth International Conference on Learning

Abstract

The purpose of this study was to explore student and teacher perceptions of relationship quality and academic engagement in school. Relationships are central to the school learning environment and previous research suggests that relationship quality can impact student learning and engagement both positively and negatively. However, there is a lack of research showing whether students and teachers agree on how to best support and build a healthy relationship in a school setting. This can lead to a disconnect between how teachers and students feel about their efforts to build positive relationships. Research clearly suggests that relationships are important for engagement and other positive outcomes, but questions remain including, does it matter who is reporting on the quality of the relationship? What do teachers and students see as most important in relationships and do those views match? In the current study, we explored this issue by gathering student and teacher ratings of relationship quality and student engagement. We asked teachers and students to rate the importance of seven behaviors that research suggests can help build supportive relationships: n=38 teachers, n= 584 students ranging from 3rd-7th grade. Results indicate some areas of agreement between teachers and students, i.e. helping students succeed was a key to relationship quality and that acting as a friend is less important to both parties. However, there were also areas where the match was not consistent. Specifically, praising students was considered as a high priority for teachers but was much lower for students.