Date of Award

Spring 2024

Document Type


Degree Name

Doctor of Education (EdD)

Committee Chair

Prince Bull


This study aimed to evaluate the impact of student-teacher relationships in an online credit recovery program to provide information that will benefit student achievement at the classroom level. The nature of online learning does not promote the engaging interaction that the traditional face-to-face classroom embraces. Online credit recovery is specialized for students who have failed one or more high school courses. Some students who fail a course may lose confidence in their learning abilities, which could cause negative emotional and social consequences. This study was significant because it showed how important teacher relationships are for online credit recovery students’ academic and personal accomplishments. Volunteer participants were enrolled in the site program at different times over a five-year span. Through virtual interviews, this qualitative research case study analyzed post-high school credit recovery program participants’ experiences and perspectives concerning student-teacher relationships. Data were collected from verbal accounts, and responses were transcribed, analyzed, categorized, coded, and aligned with the research questions. Individual participant responses were evaluated in regard to their perception of the online credit recovery classroom culture. The key research findings implied that it is important for teachers to be intentional when establishing relationships with individual students. Each student has specific requirements that determine an authentic relationship. The research showed that teachers cannot approach all students with the same relational strategy. Effective student-teacher relationships require skills and tools that teachers can master through district professional development and school-site Professional Learning Communities (PLC) collaboration.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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