Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2012
Thesis Director
Steve Scher
Thesis Committee Member
Assege HaileMariam
Thesis Committee Member
Ronan Bernas
Abstract
The present study built on the results of Suldo, Friedrich, White, Farmer, Minch, & Michalowski (2009), which identified several teacher behaviors perceived by middle school students as showing high or low social support. The present study collected data from 123 regular and special education middle school teachers using the Teachers' Perceptions About Social Support for Students (TPASSS) survey to investigate middle school teachers' perceptions of the high and low social support behaviors suggested by Sul do et al. (2009). The purpose of the present study was to investigate which behaviors the teachers in the present study and the students in Suldo et al. (2009) agreed provide social support to students. Whether or not the themes of socially supportive teacher behaviors in Suldo et al. (2009) would emerge as factors in the present study was explored through factor analysis. Results indicated Suldo et al.' s (2009) students and the present study' s teachers agreed whether or not all 17 categories of teaching behaviors provided social support, except for two categories: interest in student wellness and giving students what they want. Factor analysis suggested five factors with moderate internal consistency underlay the TP ASSS' s social support items: Being Nice to Students (I), Teacher-Focused Behaviors (II), Interest in Students' Personal Lives (III), Positive Teaching Behaviors (IV), and Lack of Concern for Student Improvement (V). These factors are comparable, yet more condensed, than the categories of social support perceived by the students in Suldo et al. (2009). Implications for the practice of school psychology are discussed.
Recommended Citation
Moore, Heather, "Middle school teachers' perceptions of strategies that provide social support to students" (2012). Masters Theses. 898.
https://thekeep.eiu.edu/theses/898
