Date of Award
Fall 2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Sydney Brown
Abstract
The purpose of this quantitative study was to examine career and technical education (CTE) students’ perceptions of CTE teacher interpersonal behaviors and their impact on student achievement. This study is important because teacher-student relationships impact student achievement and CTE struggles with students earning concentrators and/ or completers. Wubbels et al.’s (1985) 48-item student questionnaire of teacher interaction was administered to CTE students enrolled in CTE courses. Descriptive statistics revealed students perceive their teachers as having more leadership, understanding, and helping/friendly behaviors and less uncertain, student responsibility/freedom, admonishing, dissatisfied, and strict behaviors. Due to the small sample size, the nonparametric Spearman’s rank correlations and Whitney-Mann U-test were not conducted to determine the relationship between students’ grades and their perceptions of teachers’ interpersonal behaviors in the classroom. The implications of these findings suggest additional research in CTE as it relates to CTE teachers’ teaching behaviors of females, African American males, and secondary biology and management teachers.
Recommended Citation
Gallman, Gail, "An Examination of Student Perceptions of Career and Technical Education Teachers' Interpersonal Behaviors and Their Impact on Student Achievement" (2022). Doctor of Education Dissertations. 114.
https://digitalcommons.gardner-webb.edu/education-dissertations/114
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