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The impact of contextual factors on the quality of teacher and paraprofessional relationships
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Foeldes, Julie Elizabeth. The impact of contextual factors on the quality of teacher and paraprofessional relationships. Retrieved from https://doi.org/doi:10.7282/t3-q11c-s487

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TitleThe impact of contextual factors on the quality of teacher and paraprofessional relationships
NameFoeldes, Julie Elizabeth (author); Reddy, Linda (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2022-08 (degree)
SubjectPsychology, Teachers' assistants -- Psychology, Teachers -- Psychology
Extent62 pages : illustrations
DescriptionThe current study examined whether paraprofessional ratings of stress, as measured by the Paraprofessional Stress and Support Assessment (PSSA), and independent observer ratings of student externalizing behavior, as measured by a modified version of the Behavior Observation of Students in Schools (BOSS), predict paraprofessional and teacher relationship quality, as rated by paraprofessionals, and measured by the Paraprofessional Teacher Relationship Scale (PTRS). This study included a sample of 79 paraprofessionals and 221 kindergarten through fifth grade students with or at-risk for Externalizing Behavior Disorders (EBDs) from 58 elementary schools. Paraprofessionals reported experiencing low stress levels and high relationship quality with teachers, and externalizing behaviors were observed between 2-23% of the time during independent observations. Student externalizing behavior and paraprofessional rated stress did not appear to be significantly predictive of the quality of paraprofessional-teacher relationships. There were no significant correlations between stress, student externalizing behaviors, and the quality relationships between teachers and paraprofessionals. Limitations and implications for research and practice are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-q11c-s487
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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