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AN ANALYSIS OF TEACHER EFFICACY, RESIDENT EFFICACY, AND TEACHER-STUDENT RELATIONSHIPS WITH BEHAVIORALLY CHALLENGED YOUTH IN RESIDENTIAL TREATMENT SETTINGS Andrew J. Nichols May 28,2010 This dissertation contributes to the existing body of research investigating teacher efficacy, collective teacher efficacy, academic efficacy, and teacher-student relationships within residential treatment centers (RTCs) for adolescents. While past RTC research identifies a link between positive resident outcomes and supportive relationships with RTC staff members, no prior studies have investigated this link from the perspective of classroom teachers. Additionally, although specialized trainings strengthen interpersonal relationships between RTC residents and staff members, most are directed toward therapeutic and milieu staff, not teachers. The purpose ofthis study was threefold: (a) to examine whether teachers' individual and collective perceptions ofteaching efficacy improved after a specialized training, (b) to identify whether students' perceptions of student-teacher relationship and academic efficacy improved after teachers received a specialized training, and (c) to examine whether individual and collective teacher efficacy has an association with student academic efficacy and the quality ofthe teacher-student relationship.

An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.