High school teacher dating recent graduate
Students who perceive their relationship with their teacher as positive, warm and close are motivated to be more engaged in school and to improve their academic achievement (Hughes, Cavell, & Jackson, 1999).Students’ motivation to learn is impacted positively by having a caring and supportive relationship with a teacher (Wentzel, 1998).There are several factors that can protect against the negative outcomes often associated with low-income schooling, one of which is a positive and supportive relationship with an adult, most often a teacher (Murray & Malmgren, 2005).Low-income students who have strong teacher-student relationships have higher academic achievement and have more positive social-emotional adjustment than their peers who do not have a positive relationship with a teacher (Murray & Malmgren, 2005).Furthermore, teacher-student relationships have an impact on the academic self-esteem of students (Ryan et al., 1994).
Researchers who have investigated teacher-student relationships for older students have found that positive teacher-student relationships are associated with positive academic and social outcomes for high school students (Alexander, Entwisle, & Horset, 1997; Cataldi & Kewall Ramani, 2009).
Motivation is closely linked to student’s perceptions of teacher expectations.
Studies of middle and high school students have shown that students shape their own educational expectations from their perceptions of their teachers’ expectations (Muller, Katz, & Dance, 1999).
Students in high-poverty urban schools may benefit from positive teacher-student relationships even more than students in high-income schools, because of the risks associated with poverty (Murray & Malmgren, 2005).
Risk outcomes associated with poverty include high rates of high school dropout, lower rates of college applications, low self-efficacy, and low self-confidence (Murray & Malmgren, 2005).