NicoleFarley625_FinalResearchPaper

Running Head: TEACHER SUPPORT AND STUDENT ACHIEVEMENT 1
Student Perceptions of Teacher Support and its Impact on Achievement
Nicole Farley
University of San Francisco
June 14, 2014

TEACHER SUPPORT AND STUDENT ACHIEVEMENT 2
Introduction
An ongoing issue and topic of interest within the field of education is the decrease of
student engagement in school and its impact on higher rates of failure, dropping out, and an
increased risk of entering the criminal justice system. Student engagement in school may be
defined as “student's willingness, need, desire and compulsion to participate in, and be successful
in, the learning process promoting higher level thinking for enduring understanding” (Bomia et
al., 1997).
Literature Review
Current research has argued that engagement can be a result of either intrinsic or extrinsic
motivation. Thus, students are either engaged for the “inherent satisfaction” of being active in
school (intrinsic), or are engaged because of a separate outcome, such as receiving praise
(extrinsic) (Deci & Ryan, 2000). While these may hold true in certain instances, the aim of this
research is to focus on external support from teachers as a means of meeting these needs. For the
purposes of this research, “teacher support,” and/or “teacher caring” may be defined as showing
concern; being compassionate, understanding, and showing a level of awareness of students’
psychological and developmental needs. In terms of academic achievement, it will be used as
providing assistance in learning, ensuring understanding of material, and motivating all students
to do their best.
As teachers are central to the learning that comes from the school environment, it is
hypothesized that the level of support that students perceive from their teachers likely has an
impact on their academic achievement and success. Academic achievement and success for the
purposes of this research can be determined as high grades such as A’s and B’s.

Furthermore, borrowing from the principle of “labeling theory” proposed by sociologist
Emile Durkheim, the resulting perceptions that students receive, result in a label of “good
student” versus “bad student.” Thus, level of academic achievement is not innate to students in
and of themselves, but rather, a product of the social role that they are attempting to fill. In
carrying this perceived label, students fulfill the prophecy that their teachers create, and this
stigma follows them as they move throughout the school system (Henslin, 2010). Therefore, it is
thought that students who perceive that they are recipients of a wealth of support from their
teachers will be high academic achievers, while those who perceive low support from teachers
will be lower academic achievers.
Variables: #1 - Student Perceptions of Teacher Support and #2 - Impact on Academic
Achievement
The studies reviewed here were modeled under the similar theory of self-determination.
This theory posits that adolescents have three fundamental needs that must be met in order to
increase engagement – “competence, the idea that one can successfully produce desired effects
and outcomes; relatedness, the experience of feeling close and connected to others one considers
significant; and autonomy, the perceptions that one’s activities and environment are matched and
endorsed with the self” (Hafen et al., 2011). With these needs in mind, the studies sought to
determine the role of teacher support in meeting these needs.
Beginning with competence, it is essential for teachers to possess the mindset that all
students are capable of succeeding in the classroom. Zhang, Solomon, and Gu defined
competency as a result of what they coined “expectancy-related beliefs.” They discovered that
students who perceive themselves as highly capable, and who expect success as a result of their

endeavors, were more likely to put in more effort and remain persistent than students who feel
the opposite (Zhang, Solomon, & Gu, 2012).
As expectancy-related beliefs are a combination of student’s personal beliefs as well as
perceptions of how others view their capabilities, it appears that teacher support is crucial in
enhancing both areas. Teachers are central to the educational environment, and they act as
“socializers” in influencing students to achieve in school (Hafen et. al, 2012). Van Ryzin also
found that students who had a positive psychological adjustment and perceived their school
environment optimistically, were more “hopeful” (Van Ryzin, 2011). Having a higher degree of
hopefulness further motivates students to achieve highly and pursue more challenging academic
goals. In turn, being hopeful greatly increases their perception of self-competency and
confidence.
With this higher self-confidence, students are better able to build resiliency and
persistence. Students who believe in themselves and feel that their beliefs are supported by
significant “socializers” are more likely to continue striving for success even when their first
attempts are not fruitful. Thus, increasing teacher support significantly affects student’s self-
confidence, which in turn affects the likelihood that they will be motivated, and value success.
This further serves to meet both the adolescents’ intrinsic and extrinsic motivators, and
ultimately, they will do the utmost to achieve their very best.
Just as students must feel competent in a subject to do well, they must also feel a degree
of belonging, or “relatedness” to their classroom. As developing adolescents, there is a high
psychological need to develop strong positive relationships with peers, which clearly include
other adolescents and adults. Researchers have made attempts to link between positive adult-
student relationships and academic achievement, and have found that there is a degree of

correlation (Van Ryzin, 2011). However, it must be noted that not all students have access to
positive adult relationships and/or support. Whether due to internal or external factors, this lack
of positive relationships negatively affects many students. With this notion in mind, it is
important to look at other potential sources of support.
As students spend a great deal of their time in the classroom with their teacher, the level
of support that students perceive contributes highly to how much students feel that they belong,
and are “related” to the group. Research has shown that students who come from schools with
low teacher support are more likely to display increased symptoms of depression and behavioral
challenges, in comparison to students with high teacher support who show higher levels of
emotional competence (Hafen, et. al, 2012). Feeling that a teacher cares about their well-being,
believes in their competence, and expects high achievement from them serves as both intrinsic
and extrinsic motivation. As these sources of motivation are likely contributors to high levels of
engagement, looking at how teacher support may increase and/or hinder how much a student
feels as though he/she belongs plays a significant role in their overall academic achievement and
success (Van Ryzin, 2011).
In addition, with respect to the developing adolescent brain, it is essential to take into
consideration the effects that result from possessing a negative label from the teacher. When
students feel as though their opinions and thoughts are not valuable, they are more likely to
remain silent and uncomfortable with their peers and/or teacher (Cook-Sather, 2007). This level
of discomfort contributes to being unmotivated and disengaged. This may further contribute to
students feeling that their teachers think that they are “bad” students, and thus, this label
becomes an internalized characteristic that fulfills the prophecy that their teachers “created”
(either voluntarily or involuntarily).

The degree to which students feel as though they belong, also has an effect on autonomy.
If students are expected to succeed in the secondary classroom, it is also essential that they feel
some sense of connection to the material that they are learning (Hafen et al., 2011). Students who
were most likely to engage succeed in the classroom were those whose classrooms allowed for
some level of structured autonomy (Hafen et. al, 2011). Building autonomy has a high relation to
the adolescents building sense of identity. Aspects of an adolescent’s identity stem from the
contributions that they bring to their classroom. These contributions consist of very
individualized opinions, questions, and experiences that are critical to increasing engagement,
and overall increasing academic achievement.
When students feel that their opinion and experiences are valued, they are more likely to
feel motivated and supported to take a risk in learning, and ultimately, changing their way of
thinking (Cook-Sather, 2007). This level of motivation can be enhanced when students and
teachers collaborate and share their ideas, and collaboration can only occur when students are
engaged and participating. Perceiving that their teachers care and respect their contributions to
course material both increases their developing sense of autonomy and identity, as well as their
level of engagement and motivation to succeed in the course.
In essence, the studies mentioned above conclude that there is definite promise in
furthering research between student perceptions on level of teacher support and its impact on
academic achievement. As the level of student engagement appears to be a contributor to how
motivated a student is to doing well, it is essential to examine possible entities such as teacher
support, individuals’ beliefs in their own competency, and how “close,” or related students feel
to their teachers as a segue to how comfortable they feel in engaging in class.

Developing a greater understanding of the psychological needs that must be met at
different stages of students’ lives is also essential in determining the most effective and
conducive environment, and can greatly affect how engaged students are in the classroom. In
meeting students’ needs to feel accepted and involved in their environment (increased sense of
autonomy), giving them a voice and genuinely listening to their perspectives will make them feel
respected and valued and likely contribute to their level of engagement. As being engaged and
involved in class increases understanding of course material and completion of required
assignments, their level of achievement will be increased as well.
Current Study
The current study sought to examine the role of student perceptions of teacher support
and its impact on their academic achievement. In relation to Emile Durkheim’s “labeling
theory,” it appears that there may be a relationship between the way that student’s perceive that
their teachers feel/label them, and their academic achievement (measured by their overall course
grade). It is thought that students who perceive a higher positive perception and support from
their teacher will correlate with higher overall academic achievement (as measured by grades of
A/B) than those students that perceive that they have a negative perception and low support.
Observations made as a counseling trainee deduced that many at-risk and failing students
made comments such as “S/he thinks I’m a bad student,” “S/he wants me to fail,” and “S/he
doesn’t care about me.” This suggested that students do not feel that they are supported, and in
turn, their psychological and developmental needs as adolescents were not being met.
Whether a lack of support is apparent or not, it is critical to bring awareness to the
potential possibility. In finding results, teachers and students will be further able to receive the
support skills necessary to ensure both their overall class and individual student success. The

results can also serve as a tool for discovering ways to improve the school environment so that
future students and school staff may also benefit.
ResearchQuestion
The question that the research aimed to answer is do student perceptions about how their
teachers feel about them have an impact on their academic achievement?
Hypothesis
The study hypothesized that students who perceive a higher positive perception and
support from their teacher would correlate with higher overall academic achievement (as
measured by grades of A/B) than those students that perceive that they have a negative
perception and low support (as measured by grades of D/F).
ResearchDesign
In order to examine these perceptions, the easiest and most effective means at gathering
data was to conduct student perception surveys that analyzed to what effect students’ grades
were impacted by the perceptions of teacher support that they felt they received. Administrative
approval was first obtained to distribute the survey, and teachers were approached with
permission to use a small portion of class time to distribute and allow students to complete the
survey. Once permissions from administration and teachers were obtained, students were given a
parental consent form in the form of “opt-out,” in order to participate (located in Appendix A).
All students were debriefed regarding informed consent prior to taking the survey. They were
reminded of the option to discontinue response, to withdraw, or the choice of not participating.
Although the results of the survey themselves are anonymous, responses required students to
include either their name, initials, and/or birthdate so that their responses could be correlated to
their current grade in the course.

Methods
Variables
For the purposes of this research, “teacher support,” and/or “teacher caring” may be
defined as showing concern; being compassionate, understanding, and showing a level of
awareness of students’ psychological and developmental needs. In terms of academic
achievement, it will be used as providing assistance in learning, ensuring understanding of
material, and motivating all students to do their best. Academic achievement and success for the
purposes of this research will be determined as high grades such as A’s and B’s.
Sample
The study used a convenience sample. Participants were 120 students in two different
physics courses. They ranged in ages of 16 to 18, and were multiethnic. Their levels of
achievement ranged from letter grades of A to F on a 4.0 grading scale.
Measures
The survey asked questions using a Likert-scale of 1 to 10, strongly disagree to strongly
agree, and one open-ended question. The variables measured in the survey regarded how
students perceive that their teacher provides them with support in terms of assistance with course
material, and in creating a supportive/comfortable learning environment. The questions asked
measured the areas contained in the self-determination theory – competence, autonomy, and
relatedness. The responses to the surveys were then linked to the student’s current grade to
analyze whether there is a correlation between their perceptions of their teacher, and how they
are actually doing academically. There is a copy of the survey in Appendix A.
Data Collection

The data was analyzed using SPSS to calculate the average to the scaled responses, and to
discover the potential existence of a correlation. Manual grouping of common qualitative
responses to the open-ended question was also done to an extent. SPSS provided histograms and
tables accounting for responses across the classrooms, as well as within each grade (A-F/values
0-4). The data for those questions which are most reflective of students’ perceptions of teacher
support is displayed in tables below, separated by responses for both Teacher A and Teacher B.
Only those students who offered a response of 6 or higher to the 1-10 scaled response have been
included.
Results
Teacher A
Correlations
Grade V20
Grade
Pearson Correlation 1 .152
Sig. (2-tailed) .199
N 73 73
V20
Pearson Correlation .152 1
N 73 73
The findings for Teacher A conclude that there is no statistical significance (p=.199)
between teacher support and overall academic achievement in this classroom. There are a
number of reasons that may contribute to this – Teacher A may present himself as highly
supportive across students regardless of their course grade, students may feel personally
motivated, or there is no correlation to detect. Interestingly, responses from Teacher A’s classes
are mostly reflective of a potential supportive environment. Responses from grades A-F provide
a range of perceived support, often with high responses from students achieving lower grades.

Teacher B
Correlations
Grade V20
Grade
Pearson Correlation 1 .389**
N 47 47
V20
Pearson Correlation .389**
1
N 47 47
**. Correlation is significant at the 0.01 level (2-tailed).
The findings for Teacher B conclude that there is statistical significance (p=.007)
between teacher support and overall academic achievement in this classroom. These results may
suggest that Teacher B follows a teaching style that is reflective of the hypothesis – students who
are achieving lower grades perceive that they receive less support than those who are achieving
higher grades.
Responses for Teacher A
Grade Number of Students
A/4 9
B/3 25
C/2 15
D/1 14
F/0 10
Question #1:
My teacher makes me feel that s/he really cares about me.
Grade Mean Response # of Responses % of Responses
A/4 7.33 7 .777
B/3 7.800 22 .888
C/2 7.933 13 .866
D/1 7.143 11 .785
F/0 6.300 7 .70
Perhaps most interesting about this question is the fact that responses from Grades of A and F have the same number
of responses,and their percentages are so close in range - .777 and .70, respectively. This suggests that TeacherA
may present himself as highly supportive across his students,regardless of their overall course grade, although
slightly more supportive of those students who are receiving A’s than those receiving F’s. Curiously, a point of
interest is the percentage of responses fromstudents within the B-C range. These students not only resulted in the
highest mean response,but also in the highest number of responses.This may suggest that TeacherA is more
supportive of these students because they represent the majority, and are therefore easier to reach the maximum
number.

Question #2:
My teacher believes that I am a good student.
A/4 8.444 8 .888
B/3 7.800 23 .92
C/2 8.000 14 .933
D/1 7.2 12 .857
F/0 6.4 9 .9
Responses to this question are interesting in that students who are the lowest achieving, F’s/0’s maintained a higher
percentage of response than students who have an A/4 in the class. This is interesting to note,because it epitomizes
the question of the study.Although not necessarily reflecting the research question at hand,the responses suggest
that high levels of teacher support do indeed create an environment where students are confident in their role as
students.However, if those students who are not achieving highly in class feel adequately supported,it poses the
question of what other areas exist that must be addressed in order for students to excel?
Question #11:
My teacher treats me with respect.
A/4 8.444 7 .777
B/3 8.760 22 .88
C/2 8.800 14 .93
D/1 8.000 12 .857
F/0 7.700 8 .80
Responses to this question also pose an interesting lens. It is worth noting that students who are the highest
achieving answered this question in a manner that reflects that they receive the least respect overall. In line with the
question at large, it is positive, yet ironic that students across the board feel respected,yet those who maintain
“average” grades feel most respected.
Question #12:
My teacher checks in with me to make sure that I understand the classwork.
A/4 7.222 7 .777
B/3 7.520 20 .8
C/2 8.067 14 .93
D/1 6.857 9 .643
F/0 6.200 7 .7
This question specifically measures the role of support in completing classwork. Analyzing mean responses,a trend
appears to be present with the exception of grade C/2, wherein which students who are achieving the highest grades
perceive that Teacher A checks in with them more than those who are achieving lower grades.

Question #17:
My teacher respects my ideas and suggestions.
A/4 8.000 7 .777
B/3 8.080 20 .8
C/2 8.400 14 .933
D/1 7.571 10 .714
F/0 7.800 9 .933
Interestingly, students who achieved lowest, F/0 perceived that Teacher A respects their ideas and suggestions the
most. Again, this supports the idea that Teacher A is perceived by students to be supportive of them regardless of
their course grade.
Question #18:
I think that I am a good student.
A/4 8.778 8 .889
B/3 8.720 24 .96
C/2 8.733 15 .100
D/1 7.357 12 .857
F/0 7.300 8 .80
There is very little difference amongst all students’perceptions ofthemselves as good students.Although this may
or may not reflect their perceived level of support from their teacher, it is very likely that the role of their teachers’
support may act as a contributor.
Responses for Teacher B
Grade Number of Students
A/4 16
B/3 10
C/2 5
D/1 7
F/0 8
Question #1:
My teacher makes me feel that s/he really cares about me.
A/4 8.62 15 .937
B/3 8.2 9 .9
C/2 5.6 3 .6
D/1 5.14 4 .571
F/0 6.63 5 .625
The responses to this question seemto best reflect the level of support that students perceive from Teacher B, and
their academic achievement. With regard to the discrepancy between students receiving D/1 and F/0, as students’
grades decrease, the level of perceived respect that they feel decreases as well.

Question #2:
My teacher believes that I am a good student.
A/4 8.94 15 .937
B/3 8.3 7 .7
C/2 5.6 3 .6
D/1 5.14 4 .571
F/0 6.13 5 .625
Responses to this question appearto provide a downward trend from highest achieved grade to lowest. These results
may suggest that as students’grade drops in the course, the perceived belief that Teacher B believes in them to be a
good student also decreases. This perception could possibly be gained via comments and/orfeedback given to
students orpossibly through observations.
Question #11:
My teacher treats me with respect.
A/4 9.31 16 .100
B/3 8.9 9 .9
C/2 8.4 4 .8
D/1 6.71 5 .714
F/0 9.12 6 .75
Responses from this question suggest that students perceive that Teacher B respects themmore or less dependent on
the grade that they are receiving. Although mean response may suggest something different, percentage of responses
expresses a downward trend as grades decrease.
Question #12:
My teacher checks in with me to make sure that I understand the classwork.
A/4 8.62 15 .937
B/3 7.8 9 .9
C/2 6.6 4 .8
D/1 5.57 4 .571
F/0 6.75 7 .875
Responses to this question suggest that a good number of students perceive that Teacher B checks in with them to
ensure that they understand theirwork. A point of interest worth noting is the discrepancy both mean response and
percentage of response forthose students achieving at a D/1 level. It is curious that their response is the lowest of
all, while those achieving with a grade of F/0 responded higherthan B/3 or C/2.

Question #17:
My teacher respects my ideas and suggestions.
A/4 8.94 16 .100
B/3 8.5 9 .9
C/2 8 4 .8
D/1 6.14 5 .714
F/0 8 8 .100
The results from this question are promising. Although a number of responses reflect that students may perceive a
lack of support from Teacher B, the fact that over 70% of students overallfeel that their ideas and suggestions are
respected is a useful first step.
Question #18:
I think that I am a good student.
A/4 9 15 .937
B/3 8.7 9 .9
C/2 8.6 4 .8
D/1 5.29 4 .571
F/0 6.87 6 .75
Responses to this question are markedly different for Teacher B than they are for Teacher A. it is apparent that
students who are achieving higher grades of A/4 and B/3, whether due in part from their perceived level of support
or intrinsic value, report higher feelings of being a good student than those who are not achieving as highly, grades
D/1 and F/0.
Discussion
Overall, the hypothesis was supported to some degree. Although a majority of responses
from Teacher A’s classes reflect that students may feel a high level of support across course
grades, the responses from Teacher B’s class were significant enough to form a correlation.
While the hypothesis was not supported in both classrooms, evidence remains that teacher
support plays a role in student achievement to an extent. For this reason, some recommendations
for teachers are as follows.
In regard to Teacher A, it appears that the manner in which he teaches creates an
environment where in which all students feel cared for, respected, and involved in their learning
environment. However, there are a couple of student outliers who need attention. For example, a
comment written in the open-ended question from a student who received an F said that Teacher
A would view him as “that…black kid that’s stupid.” Thus, it might be useful for Teacher A to

meet individually with all of his students to discuss their progress, check in regarding classwork,
and collaborate on how to solve future problems. Not having much background knowledge of the
student who wrote the comment, it is uncertain whether it is an accurate reflection of how he is
treated in the classroom, or a personal anecdote, but it is still worth looking into further.
For Teacher B, it is recommended that he bring his awareness to the data that has been
presented in this study. By paying attention to how students responded, Teacher B might increase
his cognizance to potential unconscious biases that may be responsible for why students with
higher and lower grades feel more or less supported. Interestingly, open-ended responses for
Teacher B appear to reflect the hypothesis more so than Teacher A, where students with lower
grades of D/1 and F/0 seem more negative in their description than those students with A/4, B/3,
and/or C/2. Students with lower grades made statements such as “I’m lazy,” “Always late and
failing,” and that their teacher “gets frustrated” with them. It is curious as to whether having this
mindset could be a contributor in a student’s decreased work ethic.
For this reason, it might be helpful for Teacher B to follow along with Teacher A and
have regular, individual check-ins with students, perhaps especially with those who are achieving
lower grades. It may also be useful for Teacher B to keep a personal log that tracks which
students he meets with, and notes of comments and/or statements that may address how students
are feeling in terms of their current progress, understanding of material, etcetera. An effective
goal might also be to have tutoring sessions that are targeted toward those who are not achieving
high grades, rather than offering drop-in, optional hours during breaks. Perhaps just positively
meeting with students might be enough for students to feel supported and encouraged to make
the extra effort to come in on their own.
With these recommendations in mind, it is also important that some of the limitations of

the study be discussed. While the responses sought to be reflective of a typical high school level
conceptual physics classroom, certain events may have prevented this from occurring. To begin
with, the sample size was more reflective of Teacher A’s classes than Teacher B’s. On the day
that the survey was distributed, a field trip took place that many students taking both classes
participated in. Looking at responses, more of Teacher B’s students were absent from class, and
so more of Teacher A’s students had the opportunity to participate. For this reason, the sample
size is a limitation in the study. If conducting this study again, a better day to do so would be on
a day not conflicting with a field trip, so that a more accurate representation of all students could
be accounted for. Ensuring this could potentially increase or decrease results in support of the
hypothesis.
Secondly, because the population of students who are English Language Learners (ELL)
is high at the high school, the potential risk that not all students had an adequate understanding of
the questions is likely. Not wanting to exclude such a significant proportion of students, it might
be more useful to either discuss the questions with students beforehand, or even provide an
alternative, adapted version of the survey that is easier to understand.
Lastly, although the data within the survey was analyzed using both Excel and SPSS, the
scaling of the survey was not taken much into account. As the survey asked 18 questions on a
Likert scale of 1-10, an overall response of 162-180 would indicate 90%, or highest perception
of teacher support; 144-161 – 80%, above average perception; 143-126 – 70%, average
perception; 125-108 – 60%, below average support; and 0-107 50% and lower, far below average
support. Students’ overall responses were reviewed, but no analysis between overall results and
perceived teacher support was done. In future studies, it may be effective to further analyze
student overall scores and use them to determine outliers.

Likewise, although the measure provided an open-ended response, little attention was
given to what students wrote in. although responses were typed up and grouped according to
teacher and grade, very little analysis was made for their responses. In future studies, it would
most likely provide a richer account of students’ perceptions to include these responses in a
grouped fashion according to similarity in response, to analyze commonalities between students
regarding their perceived reflection of how their teacher views them as students.
In summary, it appears that although students’ perceived amount of teacher support may
not always manifest itself in higher achievement, (as in the case of Teacher A), it does appear to
be critical in determining how students feel in terms of respect, value, and importance. Having
these values seems to be a high contributor to engagement in school, which may indeed lead to
higher academic achievement.
Thus, it is essential that if schools wish their students to succeed, a step in the right
direction is to assist teachers in such a way that they are providing an environment where
students feel that their contributions are essential to their learning, that their teachers care about
their learning, and that the environment conveys a feeling of respect. This support for teachers
may come in the form of additional professional development opportunities, cultural diversity
trainings/focus groups, and opportunities for teachers to participate in self-reflection. Providing
teachers with the support that they need to create this environment is something that we must
begin to do, as well as continuing to value our students.

References
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). "The
impact of teaching strategies on intrinsic motivation." Champaign, IL: ERIC
Clearinghouse on Elementary and Early Childhood Education. p. 294.
Cook-Sather, A. (2007). What would happen if we treated students as those with opinions that
matter?: The benefits to principals and teachers of supporting youth engagement in
school. National Association of Secondary School Principals. NASSP Bulletin, 91, 4.
Hafen, C.A., Allen, J.P., Mikami, A.Y., Gregory, A., Hamre, B., & Planta, R.C. (2011). The
pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth &
Adolescence, 41, 245-255.
Henslin, J. M. (2010). Essentials of sociology: A down-to-earth approach. Boston: Allyn &
Bacon.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and
new directions. Contemporary Educational Psychology, 25, 54-67.
Van Ryzin, M.J. (2011). Protective factors at school: Reciprocal effects among adolescents’
perceptions of the school environment, engagement in learning, and hope. Journal of
Youth & Adolescence, 40, 1568-1580.
Zhang, T., Solmon, M.A., Gu, X. (2012). The role of teachers’ support in predicting students’
motivation and achievement in physical education. Journal of Teaching in Physical
Education, 31, 329-343.

Appendix A
Student Perception Survey
Directions: Please indicate how much you AGREE with the statements listed below on a scale of 1 – 10. A score of
1 means that the statement DOES NOT apply to you and you DO NOT agree with it. A score of 10 means that you
STRONGLY AGREE with the statement and that IT DOES apply to you.
1.) My teacher makes me feel that s/he really cares about me.
1 2 3 4 5 6 7 8 9 10
Strongly disagree Somewhat agree Strongly agree
2.) My teacher believes that I am a good student.
1 2 3 4 5 6 7 8 9 10
3.) I treat my teacher with respect.
1 2 3 4 5 6 7 8 9 10
4.) My teacher’s explanations for class material are useful and helpful to me.
1 2 3 4 5 6 7 8 9 10
5.) My teacher’s style of teaching makes lessons interesting.
1 2 3 4 5 6 7 8 9 10
6.) My teacher gives me feedback.
1 2 3 4 5 6 7 8 9 10
7.) I learn how to correct my mistakes in this class.
1 2 3 4 5 6 7 8 9 10
8.) I learn a lot in this class.
1 2 3 4 5 6 7 8 9 10
9.) I like the way that I learn in this class.
1 2 3 4 5 6 7 8 9 10
10.) I speakup and share my ideas and suggestions about classwork.
1 2 3 4 5 6 7 8 9 10
11.) My teacher treats me with respect.
1 2 3 4 5 6 7 8 9 10
12.) My teacher checks in with me to make sure that I understand the classwork.
1 2 3 4 5 6 7 8 9 10
13.) The feedback that my teacher gives me helps me understand how to improve.
1 2 3 4 5 6 7 8 9 10
14.) My teacher notices when I am not participating during class time.

1 2 3 4 5 6 7 8 9 10
15.) My teacher provides us with ample review when learning new material.
1 2 3 4 5 6 7 8 9 10
16.) My teacher is able to answer my questions.
1 2 3 4 5 6 7 8 9 10
17.) My teacher respects my ideas and suggestions.
1 2 3 4 5 6 7 8 9 10
18.) I think that I am a good student.
1 2 3 4 5 6 7 8 9 10
19.) If my teacherwere to describe me as a student,Ithink that s/he would say:

Department of Counseling
Psychology
2130 Fulton Street
San Francisco, CA 94117-
1071
Tel 415.422.6868
Fax 415.422.5528
Nicole M. Farley
M.A./P.P.S/LPCC Candidate, University of San Francisco
Counseling Trainee
Abraham Lincoln High School
2162-24th Avenue
San Francisco, CA 94116
farleyn@sfusd.edu
Dear Parents and Guardians ofAbraham Lincoln High School students:
I am a counseling trainee working under the supervision of the senior grade-level counselor, Betty Hom. As
a student of the University of San Francisco, I am currently enrolled in a Research Methods course,which requires
me to conduct research and collect data in an area for which I see that there is a need for improvement and/or
support.
Through observation,I have noticed that many students have had difficulty in passing their required
courses,and I would like to gain insight into why this may be so.Thus, I am asking your permission for your child
to complete a short survey that will be administered in their classroom as part of their class -time. The survey will
ask questions about student’s feelings regarding the structure of their class, the amount of support/help that they
receive, and their overall satisfaction with their school/classroomenvironment. The survey data will then be
compared to students’grades within their class.
Your child’s responses to the survey as presented in the results of my study will remain anonymous.
However, for purposes oflinking student achievement to their perceived level of support,I will personally require
that students provide me with their initials so that I may access their grade in the class.Once I have linked their
grade to their survey, any identifying information will be destroyed.
Your consent and child’s participation is completely voluntary and yourchild may withdraw at any time.
There is no reward for participating or consequence fornot participating. If you have any questions orwould like
further information, you may reach me at farleyn@sfusd.edu.
Sincerely,
Nicole M. Farley

There are two copies of this letter. After signing them, keep one copy for yourrecords and return the other one to
your child’s school. Thank you in advance for your cooperation and support.
If you agree to allow your child to participate, please sign below. After signing yourname, return this sheet to your
child’s school.Please do so by February 14, 2014.
Parent’s Signature: ___________________________________________
Child’s Name: ___________________________________________ (Please Print)
Date: ___________________________________________

Appendix B
Teacher A responses:
Grade Responses
A
 Sarcastic, joke around a lot, but I still know
the material overall, I do my work so
hopefully I’m a good student
 I am smart and have a ton of swag
 Good student because you turn in and finished
homework on time, but you still need to
improve yourself and on tests
 You are the master of complaining
 I respect my teacher all the time
 I work hard and finish work on time and
respect everyone in the classroom
 Hella smart duh
 I would be a student who understands the
material being smart
 I am an energetic, outgoing,and loud student.
I also ask a lot of questions.
B
 I join in class conversations and I do most of
my homework
 I work hard and I am a good student
 I do my work, but I need to participate more
 I am [attentful] and get what I need to done,
and I am NOT a distraction to the class
 Awesome
 A hardworking student
 I am a productive student who is always
interested in each lesson and enjoys every lab
he has
 My teacher always sit alone and I didn’t talk
with others
 I am unpredictable
 He is one of the best I’ve ever had. He is so
good at life. I love him.
 You are very smart!!!
 That I can be a good student if I try
 I’m a happy good student
 He works hard and does most of his work
 I am very talkative. But she does [good]in
class and pays attention.She never speaks up
well sometimes.
 “R is very active and likes to participate in fun
activities during class.”
 Good
 “J is a hardworking student who tries his best,
he gives a lot of effort. When he doesn’t
understand things he might be lacking
motivation to understand further.”
 Work hard, smart
 Hardworking, nice,
 He would say I’m friendly and attentive

C
 She’s slow but she gets it
 Outgoing
 That I’m respectful and I do work
 I am a student that does theirwork, I
participate, I pay attention to him
 Am da best
 Bright
 I am quiet and I do my work in class. I am
respectful and I pay attention in class
 I am a student at ALHS
 I am [quit] and smart
 I am smart cool and have a ton of swag
 That I draw a lot but still focuses on lessons
and stuff
 I think that he is a [hardworker] and good
student
 They try as hard as they can
 A smart and well-determined student that
excels in all the challenges that I set for my
students
D
 I’m not sure
 I’m [kinda] lazy
 You are smart, but you are lazy either
 Great potential
 I’m a cool guy
 That I am amazing
 She is a good person,but she is lazy
sometimes XD
 So so
 I can be disorganized, but I’m smart and
understand physics
 Disorganized, shy child who tries to
understand the work but communicates the
work in her own words. She does the work
 Idk. [asome] obviously
 He understands the material, but needs to
increase work ethic
F
 Quiet? I don’t really participate so, not sure
 Nice
 Good hard working student
 He is an ok student but has potential
 I’m attentive but I could put my skills to
practice in order to fully understand
 I can be a good student and when there are a
lot of distractions,you get a little distracted
 That I’m a black kid that’s stupid

Teacher B responses:
Grade Responses
A
 I am smart but could try way more 
 I am a smart, good student who participates
well but has a problem of doing homework
during class
 He would say that I’m quiet but a good
student,hopefully
 He is a great student who is really smart, an
active listener, loves to participate, and helps
others who are struggling in the class
 That I work hard and may get off topic once
in awhile
 She is very good student like her friend L
 He is a good student
 You are a good student
 I work hard
 I need to be quiet sometimes but I’m still the
best student in his class
 Tries her best; nice; a little quiet
 I’m responsible hard working, sometimes
dozes off but stays on tasks every time
 He would say that I understand howthings in
this class work and that I can work quickly
and efficiently
 I am a very good student,very out spoken,
talks a lot but does well in class just need to
put more effort in homework
 She’s a strange girl with lots of love to give
and a bright smile
B
 I am a nice guy but messed around too much
 I am a good student because Ido my work and
study for quizzes
 That I am smart and nice
 I think he would say that I am quiet in class
 I’m a quiet person but I try to learn more
things in the class
 I’m a very loud and energetic student.I like to
talk
 Overall, I’m a good student just the laziness
that gets to me sometimes. Other than that I’m
a good student
 He is a great student
 I always come to class focused and prepared. I
do my work and I try to get bettereveryday
C
 I give feedback most of the time always
[enteractive]. Some days I might not say
anything but I pay attention
 Ok student
 I have no idea what my teacher would say
about me
 Loud yet an attentive listener and a good
participant

 I can get distracted at times but I always
manage to get my work done
D
 Mr. C loves me. I am his favorite student.He
does a great job in something he would say to
me. Just kidding
 I am reserved
 Do complete work
 That girl over there
F
 Has potential but does not put effort in trying
my best and gets frustrated with me
 You can be a good student,or you’re average
 He thinks of me as a good kid and I need to
improve as a student a little bit more
 Always late and failing. Why do you even
come to class
 Quiet, doesn’t ask questions,participates most
of the time
 That I am active and very energetic
 He would say that I’m [am] a nice,
responsible and maybe quiet lady. I should
speak up more
 He would say that I’m constantly trying to
improve in class

NicoleFarley625_FinalResearchPaper

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