Description
As high school students begin to contemplate their postsecondary education plans and teachers prepare them to be college and career ready, there is a component in this process that can play a significant role in students’ academic achievement and, ultimately, college admissions. The teacher-student relationship throughout students’ high school years can contribute to their level of engagement in the classroom and academic success, which determines acceptance into college. This study attempts to determine the influence teacher-student relationships have on students’ grades and what teachers and students deem as important teacher interpersonal skills that contribute to these relationships. In this mixed-methods study, the researcher analyzed data from six different high schools within the same school district located in Southern California that included a state-issued survey administered to all 9th- and 11th-grade students, a district survey administered to all 12th-grade students, 123 teacher surveys, and 15 former high school student interviews. The results produced four significant themes: (a) Students recognize when they are cared for by their teachers based on the teachers’ actions and what they say to them, (b) students tend to perform better academically in classes when they feel the teacher cares for them, (c) another way a teacher can demonstrate caring ways is by having high expectations of their students, and (d) students appreciate and recognize teachers who develop lessons that are engaging and relevant to students.
