Positive deviant teachers: how beliefs, relational dynamics with students, and administrator leadership style impact their success with disengaged students

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dc.contributor.authorKnighton, Rebecca A.
dc.contributor.authorUniversity of Lethbridge. Faculty of Health Sciences
dc.contributor.supervisorLee, Bonnie K.
dc.contributor.supervisorMcDaniel, Susan A.
dc.date.accessioned2022-10-11T15:45:12Z
dc.date.available2022-10-11T15:45:12Z
dc.date.issued2022
dc.degree.levelPh.Den_US
dc.description.abstractTeachers of chronically disengaged students are at risk for burnout and attrition. This qualitative study used a systemic, ecological lens to investigate how highly skilled secondary teachers built relationships with disengaged students. Data were collected through observations of four teachers and semi-structured interviews with 12 teachers, five administrators, and seven adults whose lives were impacted by a teacher. At the core of their success were two beliefs: (1) the purpose of education was to support the human development of students, and (2) authenticity was key to their success. Additional findings highlighted parallel beliefs of administrators who supported teacher success and increased their job satisfaction. Teacher education needs to shift its focus from teaching strategies to a more in-depth development of the teacher’s philosophy and being to enhance how they use themselves in building relationships with disengaged students.en_US
dc.identifier.urihttps://hdl.handle.net/10133/6335
dc.language.isoen_USen_US
dc.proquest.subject0340en_US
dc.proquest.subject0533en_US
dc.proquest.subject0515en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Health Sciencesen_US
dc.publisher.facultyHealth Sciencesen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Health Sciences)en_US
dc.subjectdisengagementen_US
dc.subjectteachersen_US
dc.subjectteacher-student relationshipen_US
dc.subjectdisengaged studentsen_US
dc.subjectteacher wellbeingen_US
dc.subjectteacher job satisfactionen_US
dc.subjecthumanistic learning theoryen_US
dc.subjectHumanistic leadershipen_US
dc.subjecttransformational leadershipen_US
dc.subjecttransformational learning theoryen_US
dc.subjectturning pointsen_US
dc.subjecthuman development in educationen_US
dc.subjectstudent engagementen_US
dc.subjectsecondaryen_US
dc.subjectsecondary educationen_US
dc.subjectself-efficacyen_US
dc.subjectauthenticityen_US
dc.subjectteacher beliefsen_US
dc.subjecttrusten_US
dc.subjectecological modelen_US
dc.subjectpositive devianceen_US
dc.subjectTeachers--Job satisfactionen_US
dc.subjectTeachers--Attitudesen_US
dc.subjectTeacher-student relationshipsen_US
dc.subjectTransformational leadershipen_US
dc.subjectEducation, Secondaryen_US
dc.subjectHIgh school dropouts--Preventionen_US
dc.subjectTeachers--Job stressen_US
dc.subjectTeachers--Philosophyen_US
dc.subjectTeacher-administrator relationshipsen_US
dc.subjectTeacher-principal relationshipsen_US
dc.subjectHigh school students--Attitudesen_US
dc.subjectDissertations, Academicen_US
dc.titlePositive deviant teachers: how beliefs, relational dynamics with students, and administrator leadership style impact their success with disengaged studentsen_US
dc.typeThesisen_US
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