Abstract
Our research examines teachers’ capacity to cultivate a learning environment conducive to students’ academic and social-emotional flourishing, specifically as it pertains to love and its intersection with classroom management. Utilizing Ross’ (2023) Relational Leadership Scale (RLS), coupled with an adapted version of Tschannen-Moran’s Teacher Efficacy Scale, we measured loving leadership, from the perspective of Teacher Candidates, as they observed their Associate/Host teachers’ behaviors/dispositions within the context of teaching students. The results of our study revealed a moderate positive correlation between classroom management and the overall RLS scores. It was found that teachers who engage in loving leadership behaviors were perceived as having greater effectiveness with classroom management, particularly for those leadership behaviors/dispositions that exhibited compassionate appreciation for others.
Recommended Citation
Kim, G.,
&
Ross, N.
(2025).
Exploring the Relationship Between Classroom Management and Relational Leadership.
International Christian Community of Teacher Educators Journal, 20(1).
DOI: https://doi.org/10.55221/1932-7846.1344
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Educational Leadership Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education Commons, Higher Education and Teaching Commons