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TEACHER MANAGEMENT STYLE:
ITS IMPACT ON TEACHER-STUDENT RELATIONSHIPS AND LEADERSHIP DEVELOPMENT
by
Linda Hui Chang
____________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Linda Hui Chang
Object Description
| Title | Teacher management style: its impact on teacher-student relationships and leadership development |
| Author | Chang, Linda Hui |
| Author email | lindachang81@gmail.com;lc003@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-03-29 |
| Date submitted | 2012-07-25 |
| Date approved | 2012-07-25 |
| Restricted until | 2012-07-25 |
| Date published | 2012-07-25 |
| Advisor (committee chair) | Kezar, Adrianna |
| Advisor (committee member) |
Garcia, Pedro Escalante, Michael |
| Abstract | Classroom management is an integral component to effectively promote knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers go about structuring their classrooms may provide insight on how to teach social skills needed to lead our future nation. Since the enactment of No Child Left Behind, trends in education have mainly catered to raising standardized test scores and meeting accountability measures. The increased pressure to achieve higher standardized test scores may result in the neglect to link social and emotional health to academic achievement. ❧ This qualitative study explored the effect teacher management styles may have on specific leadership outcomes (consciousness of self, communication skills, and conflict resolution skills) and pro-social behavior by examining the teacher-student relationships that develop from two management styles: autonomy-supportive and highly controlling. Autonomy-supportive teachers facilitate congruence between the students‘ inner desires and their day-to-day classroom activity, whereas controlling teachers interfere with students‘ self-determination by requiring them to adhere to a constructed, instructional agenda. ❧ Through classroom observations and interviews with the teachers, this study examined teacher modeling of leadership skills, teaching of the skills directly, teacher perceptions, and the opportunities provided to practice those skills embedded in daily tasks that support student leadership development. However, this study did not focus on student outcomes. To distinguish the different teacher-student interactions produced through autonomy-supportive styles and highly controlling styles, this study used a comparative case study approach, analyzing the data with cross-case analysis. ❧ This study found that regardless of management styles, the students persevered through challenges and maintained consistent engagement with the classroom activities. From this study, two conclusions were made about teacher-student relationships: 1) caring teachers fostered positive student-teacher relationhips regardless of management style and 2) management styles promoted different skill development within the leadership values chosen such as self-discipline, self-efficacy, self-analysis, communication, and conflict resolution. Cultivating consciousness of self differed in that autonomy-supportive classrooms empowered student leadership while controlling teachers encouraged an authority-based leadership style. Both styles encouraged open communication, however, autonomy-supported classrooms had fewer student conflicts observed. Moreover, when teachers maintained high expectations and took time to meet the needs of individual students, students interpreted these actions as a sign of caring. Signs of caring as evidenced were 1) teachers providing individual feedback to students to uphold high expectations, 2) teachers considering students' motivational resources, and 3) teachers holding consistent parent-teacher communication. ❧ Recommendations for practice include recognizing and reflecting upon faculty biases that affect student learning, cultivating positive relationships through effective and consistent communication amongst students and parents, incorporating students' motivational resources into curriculum, upholding high expectations for student work and behavior, and establishing a clear structure in the classroom. |
| Keyword | classroom management; autonomy-supportive; highly controlling; student leadership; teacher-student relationship |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Chang, Linda Hui |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-ChangLinda-995.pdf |
Description
| Title | Page 1 |
| Full text | TEACHER MANAGEMENT STYLE: ITS IMPACT ON TEACHER-STUDENT RELATIONSHIPS AND LEADERSHIP DEVELOPMENT by Linda Hui Chang ____________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Linda Hui Chang |
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