Doctor of Education
Leadership and Policy Studies
The purpose of this study was to investigate the relationship between affective teachers and teacher effectiveness amoung teachers in rural Tennessee. The philosophical belief of the study is embedded in the classical conditioning theory where the classroom is perceived as the instructional construct, which is characterized by the generation of stimuli and response. A sample of 259 rural teachers in Tennessee located in elementary, middle, and high schools participated in the study. Data were collected using a survey containing elements of motivation, emotionality, planning, stability, commitment, and competence. Data were analyzed using regression analysis, descriptive statistics, and correlations. Results showed that teachers motivate students using strategies which include: drive to learn, passion to succeed, passion to learn, and appreciation. Results also showed that teachers utilized emotionality to build relationships with students using strategies which include the following: concern, kindness, compassion, and listening. These findings have implications for classroom management, instructional design, assessment, delivery of instruction, creating friendly teaching environments, instructional leadership, student growth, and achievement.
Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.
Catlett, Ricky, "The Relationship Between Affective Teaching and Teacher Effectiveness in Rural Teachers in Tennessee" (2015). Electronic Theses and Dissertations. 1217.