dc.contributor.author	Livingston, Haley Dowling
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2009-2024	en_US
dc.date.accessioned	2024-06-24T20:20:02Z
dc.date.available	2024-06-24T20:20:02Z
dc.date.issued	2024-06-10
dc.identifier.other	daa67f64-abbe-45e3-9e23-16bbd32c424d	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7187
dc.description.abstract	The purpose of this study was to determine the degree of the relationship between teachers’ Trait Emotional Intelligence (EI), Teacher-Student Relationship Quality, and student achievement. Participants in this study completed two instruments, the Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides, 2009) and the revised Student Teacher Relationship Scale (STRS) (Pianta, 1999). The TEIQue was used to assess participants’ Emotional Intelligence and the STRS was used to assess self-perceived relationship quality with students. Questionnaires were distributed to grade 3-12 teachers in the rural South Georgia RESA district. The response rate for this study was 15%. Georgia Milestone Assessment System (GMAS) scores were also analyzed for each participant to determine the degree of influence EI and teacher-student relationship had student achievement. Pearson’s Correlation coefficient was used to determine the degree of the relationship between EI, Relationship Quality, and GMAS scores. Multiple Regression was used to determine if EI factors (Emotionality, Self-control, Sociability, and Well-being) influenced Relationship Quality. Multiple Regression was also used to determine if teacher socio-demographics influenced EI, EI factors (Emotionality, Self-control, Sociability, and Well-being), Relationship Quality, and Relationship Quality components (Conflict, Closeness, and Dependency). The findings from this study sample revealed that no relationship exists between teacher EI, Teacher-Student Relationship Quality, and GMAS scores. Findings also concluded that teacher socio-demographics did not predict EI, EI factors, Relationship Quality, or Relationship Quality components for the sample of this study.	en_US
dc.format.extent	1 electronic record. PDF/A document, 180 pages, 4929441 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Georgia	en_US
dc.subject	Emotions and social behavior	en_US
dc.subject	Emotional intelligence	en_US
dc.subject	Relationship quality	en_US
dc.subject	Rural conditions	en_US
dc.subject	Teachers	en_US
dc.subject	Teacher-student relationships	en_US
dc.title	The Impact of Teacher Emotional Intelligence and Teacher-Student Relationship Quality on Student Achievement in Rural South Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Nobles, Kathy
dc.description.committee	Lairsey, John
dc.description.committee	Pate, James
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US