Embed relationship-building supports in school structures, teacher preparation, and policy signals¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article argues that because sociocultural contexts shape teachers' beliefs, supports for TSR-building should be embedded across those contexts: school leaders and peers can model and signal that relationship-building is the norm; preparation and professional development programs should devote time to developing teachers' capacity to build relationships; and policies should avoid signals that relationship-building is merely "extra credit." The strategy follows directly from the framework's placement of sociocultural contexts as the foundation of teachers' motivational beliefs.

Design Implications¶

Context¶

Requirements¶

• School leaders and professional communities must communicate that building TSRs is an expected norm
• Teacher preparation and PD programs must allocate time to relationship-building capacity, which the article says many currently fail to do

Constraints¶

• Teachers have little control over externally regulated school procedures such as class size, which the article notes affects TSR interactions and perceptions

Target Learners¶

• K-12 teachers
• Preservice teachers
• School leaders

Target Learning Goals¶

• Building and maintaining positive teacher-student relationships across diverse classroom contexts

Affordances¶

• Motivating Tsrs Framework

Claims¶

• Sociocultural contexts—school, professional community, policy, and society—shape teachers' motivational beliefs about TSRs [+W]

Related Strategies¶

• Build staff buy-in and mastery through opt-in professional development, social signaling, and preparation for fallback moments

Examples¶

-

Key Sources¶

• Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09706-0