Date of Award
Fall 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Bonnie Bolado
Abstract
This phenomenological study explored the experiences of former students from a Title I high school in a disadvantaged urban community, focusing on how socio-emotional factors in teacher-student relationships influenced academic achievement. Grounded in Bandura’s (1977) social learning theory and the CASEL (2017) social-emotional learning (SEL) framework, the study examined how teacher encouragement, emotional support, and expectations impacted student motivation and persistence. Twenty alumni participated in semi-structured interviews, analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged: teacher encouragement, emotional support, high expectations, cultural awareness, and long-term impact. Findings suggest that emotionally supportive, trusting relationships foster self-efficacy, engagement, and academic success, while dismissive interactions lead to disengagement and failure. This study emphasizes the need for professional development to address the socio-emotional needs of high school students living in poverty, offering insights for educators, administrators, and policymakers committed to educational equity.
Recommended Citation
Carrington, Jeannine L., "A Phenomenological Exploration of Students' Perceptions of Social-Emotional Factors in Teacher-Student Relationships and Its Impact on Academic Achievement of Impoverished High School Youth" (2025). Doctor of Education Dissertations. 256.
https://digitalcommons.gardner-webb.edu/education-dissertations/256
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