![Sample our Communication Studies journals, sign in here to start your access, 2013 & 2014 volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5927/TOC-Subject-Sample-2021-Information-Science2.jpg"})
Abstract
The purpose of this study was to investigate college teachers' experiences of relational turning points with their students, as well as how these turning point events may affect teacher outcomes. Teachers who were able to identify a relational turning point event with a student (n=306, 78.5% of the overall sample) completed open- and closed-ended questions about the event. Analysis of participants' responses yielded four distinct supracategories of relational turning point events, comprised of consultation, transgression, intimation, and realization of student potential or success. Teachers who reported intimation and realization of student potential or success turning point events also indicated increased liking for students, teacher–student interpersonal relationships, teacher self-efficacy, teacher motivation, and teacher job satisfaction. Teachers who reported transgression turning points indicated decreased liking for students, teacher motivation, and teacher job satisfaction. Teachers who reported consultation turning point events indicated either increased or decreased teacher outcomes depending on the nature of the event. At the end of the article, readers are invited to engage in reflective practice and move to action regarding the findings of this study.
Acknowledgements
He thanks the Editor, two anonymous reviewers, Sara Docan-Morgan, and Alan Wagenbach for their valuable assistance with this manuscript. This research project was supported by a University of Wisconsin-La Crosse Scholarship of Teaching & Learning Grant. For teaching resources that may help facilitate positive relational turning points, visit http://RelationalTurningPoints.org
Notes
1. Analyses of the data found three significant differences regarding demographic variables. A chi-square test indicated that the relationship between revelation turning point events and teacher sex was significant, χ 2=6.391, p=.011. In particular, female teachers (n=45, 65%) were more likely to report a revelation turning point event compared to male teachers (n=24, 35%). Additionally, a chi-square test indicated that the relationship between appreciation turning point events and teacher sex was significant, χ 2=6.143, p=.002. In particular, female teachers (n=22, 79%) were more likely to report an appreciation turning point event compared to male teachers (n=6, 21%). Finally, a chi-square test indicated that the relationship between realization of student potential or success turning point events and student sex was significant, χ 2=8.321, p=.004. Specifically, teachers who reported a realization of student potential or success turning point event were more likely to report it occurring with a female student (n=37, 70%) than a male student (n=16, 30%).
