Middle school teachers' perceptions of strategies that provide social support to students

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.

Date of Award	2012
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Steven J. Scher (Supervisor)