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Abstract
The purpose of this study was to examine how school leaders build capacity and support teachers with student-teacher relationships in an elementary school. The action research team examined the perspectives of school leaders and teachers as part of the school leadership team on how school leaders can build capacity and support teachers in establishing student-teacher relationships. The school leadership team sought perspectives on the impact of school leadership on student-teacher relationships through building capacity and supporting teachers. The following thematic findings emerged from the study: (a) school leadership is a positive and influential force in student-teacher relationships; (b) consistency is important for effective teacher-led practices; (c) school leaders are instrumental in strengthening teacher capacity for relationship-building; (d) teachers noted the need for leadership-driven initiatives; (e) there is a need for leadership support to ensure long-term success; and (f) leadership priorities were not consistently aligned to the needs of teachers. The findings supported that implementing professional learning related to social-emotional learning strategies, such as a positive behavior plan and morning meetings, supported school leaders in supporting teachers in establishing and sustaining student-teacher relationships.