Date of Award

8-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

College

College of Education and Social Sciences

First Advisor

Deborah Conner

Second Advisor

Jean Kennedy-Bennett

Third Advisor

Wes Fondren

Abstract

This study examines the influence of teacher respect on classroom climate, student- teacher relationships, and academic performance. Through interviews with college students reflecting on their high school experiences, this research identifies specific teacher actions and communication that foster respect in the classroom. By identifying what respectful communication and actions are through the interviews, teachers will be able to use these in their classrooms.

Six themes were identified by the participants lived experiences. They are: teacher demeanor, social interaction, attitude, emotional support, instructional management and facilitation, and listening. The results gave specific actions and communication, in the eyes of the participants, that showed respect. These allowed a teacher evaluation to be created to be used by administrators and mentors along with their school’s adopted evaluation.

These findings will also provide a framework for administrators and mentors to use in evaluating teachers and for use in professional development. This framework recognizes, promotes, and supports respectful teaching practices, including feedback, coaching, and professional growth opportunities.

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