Campus Location
Dallas Campus (Online)
Date of Award
10-2024
ORCID
https://orcid.org/0009-0006-8501-9959
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Gary Railsback
Second Committee Member or Secondary Advisor
Sandra Harris
Third Committee Member or Committee Reader
Clementine Msengi
Abstract
This dissertation explored the factors that influenced secondary teachers’ perceptions relational capacity between teachers and students and their influence on student achievement within educational settings. The study was grounded in the recognition that relational capacity plays a pivotal role in fostering supportive teacher-student relationships, which were essential for enhancing academic outcomes and overall student well-being. The research problem addressed the need to understand how enhancing relational capacity in education could positively influence student achievement by creating an environment where students felt valued, understood, and motivated to excel academically. Using a qualitative approach, this research employed semistructured interviews as the primary data collection method. Ten educators from general education settings in North Texas participated in the study, sharing their perspectives and experiences regarding the strategies and challenges associated with building relational capacity. The sample was selected to encompass diverse educational backgrounds and teaching experiences, providing a rich basis for exploring the complexities of relational dynamics in educational contexts. The major themes derived from my analysis underscored the practical implications for educational practice, highlighting the significance of effective teaching strategies. These key findings emphasized the importance of active listening, consistent communication, personalized interactions, and fostering trust through reliability and consistency. Each of these strategies contributes to building stronger teacher-student relationships, ultimately enhancing the overall educational experience. Additional strategies identified included providing constructive feedback, creating safe learning environments, demonstrating empathy, and offering positive reinforcement to enhance student engagement and academic achievement. Moreover, the study highlighted the significance of involving students in decision-making processes, mentoring
v and advising, modeling respectful behavior, celebrating diversity, and supporting extracurricular activities as integral components of effective relational capacity-building. In conclusion, this research enhanced the discourse on relational capacity in education by highlighting best practices for cultivating and maintaining positive teacher-student relationships. By providing empirical evidence and practical insights, this dissertation underscored the effectiveness of building relational capacity and its positive influence on student achievement. Future research should prioritize longitudinal studies to evaluate how sustained relational capacity-building practices influenced student learning and achievement across various educational contexts. The study emphasized the importance for educators to engage in ongoing reflection on their practices and solicit feedback from students, thereby fostering a supportive learning environment conducive to both academic success and personal growth.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Robinson, Veronica, "Unlocking Academic Success: Exploring the Interplay of Relational Capacity in Educational Leadership and Student Achievement" (2024). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 818.
https://digitalcommons.acu.edu/etd/818