Degree Name

Doctor of Philosophy (PhD)

Document Type



Feinstein School of Education and Human Development

Department (Manual Entry)

Education Doctoral Program

Date of Original Version



This research study explored the affective domain of teacher-student relationships using a single case study design. This single case study produced a synthesis of information that guides a classroom teacher in the development and maintenance of her relationships with her students. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment.

The outcome of this study is an account of experiences and procedures that guide the development and maintenance of relationships between a teacher and her students. Based on the findings, four primary categories emerged with supporting elements that were critical components of each category. These four primary categories represent an interpersonal framework for the learning environment.

The qualitative method in this study is derived from a constructivist viewpoint with a focus on deeply understanding this specific case of teacher-student relationships. My goal in conducting this study was to provide more specific examples of and empirical findings for how

teacher-student relationships are created. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. Implications for how these findings can impact the learning environment are discussed.