Author Identifiers

Felicity Moore

https://orcid.org/0000-0003-2392-8816

Date of Award

2021

Degree Type

Thesis

Degree Name

Master of Education

School

School of Education

First Advisor

Mandie Shean

Second Advisor

Matt Byrne

Abstract

Good quality student-teacher relationships (STR) have been associated with positive behavioural, social/emotional, and academic outcomes for students, and poor quality STR have been associated with negative outcomes. The aim of this research was to explore the role of good quality student-teacher relationships in working with students with challenging behaviours in mainstream primary schools in Western Australia and determine which factors may enhance or constrain these relationships. A constructivist, qualitative approach was utilised to frame semi-structured interviews with twelve classroom teachers in mainstream primary schools. Thematic analysis commenced during data collection to inform subsequent interviews and indicate saturation of information. Findings suggest that while teachers recognise and value the role of good quality STR, broader school and system factors may have a stronger and sometimes conflicting influence on classroom practice. These results provide insight into the ways in which STR can effectively support students, and inform future directions for research, policy and practice regarding the promotion, development, and support of good quality STR in schools.

Access Note

Access to this thesis is embargoed until 06 July 2022.

Available for download on Wednesday, July 06, 2022

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