HOW NEW MATHEMATICS TEACHERS DEVELOP TEACHER-STUDENT RELATIONAL PEDAGOGY

This study investigated the support structures implemented with new mathematics teachers to help them build relational pedagogy with their students to determine their effectiveness. The literature review examines topical research, gaps in literature and theoretical frameworks to justify the study. The case study investigated new math teachers and their processes of building positive teacher-student relationships using the support structures that they were taught on their way to becoming a teacher. Math teachers were interviewed to find any common themes across the study and find out what is truly working or not working so that the process can be improved. Another goal of the study was to find out how impactful these relationships are on the job satisfaction of math teachers and if it helps keep them in the classroom. This study found that some support structures are being put into place, but there needs to be more done on the local level to better prepare mathematics teachers to enter the classroom and begin building relational pedagogy with their students.