Early adolescents\u27 perceptions of their teachers\u27 caring behaviors and why it matters to them

This qualitative study examined early adolescent perceptions of caring teacher behaviors. Beyond those perceptions, the study endeavored to determine to what extent teacher caring is defined, by both male and female students, as either a typical feminine construct rooted in a post-modern understanding of relationships and empathy or a typical masculine construct rooted in reasoning and absolutes regarding justice and fairness. The study explored possible relationships between socioeconomic class, school culture, and teacher caring. Student gender was considered as a possible variable in the student\u27s perception of what constitutes caring teacher behavior. Congruency between students\u27 perceptions of caring teacher behaviors and the behaviors teachers believe communicates their caring was examined. Study participants consisted of 20 twelve- and thirteen-year-old boys, 27 twelve- and thirteen-year-old girls, and all five of their teachers. These participants represented almost half of the students and all of the teachers from one particular seventh grade team. The team is a part of a middle and upper middle class suburban public middle school. Data was collected through student questionnaires consisting of a Likert scale and open-ended questions, a school climate survey, faculty interviews, and classroom observations. A thorough analysis of study results reveals little difference between boys and girls and a generally more feminine orientation of teacher caring shaped by factors of socio-economic class that drive school culture