The Edification of Successful Teachers: The Role of the Family
In 1915, John Dewey argued that "experience is educative ... it increases the quality of one's interactions with important objects and events in the immediate environment and lays the groundwork for even more expansive interactions in the future" (p. 291). Interpersonal relationships play an important role in providing guidance, advice, support, and feedback in the learning process (Haney, 1997). Accordingly, relationships are experiential and nurturing (Jipson & Paley, 2000), providing a fundamental foundation for the behaviors of successful teachers.
Data-driven perspectives on how families have influenced future teachers have largely relied on interviews for their methodology. Gordon (1993) identified dimensions such as the effects of family, and Feiman-Nemser (2001) interviewed a single teacher to better understand familial influences. The purpose of the study reported herein was to examine the role of family relationships on successful teachers by using multiple subjects and archival data sources. This study does not attempt to evaluate relationships; rather, it provides insights into relationship experiences of successful teachers as voiced by the teachers at the elementary and secondary school levels. Archival data were chosen for this study in order to understand if and how teachers perceive familial relationships when the specific subject was not solicited. Thus, our study provides a description that was not obtained through direct questioning.
In 1915, John Dewey argued that "experience is educative ... it increases the quality of one's interactions with important objects and events in the immediate environment and lays the groundwork for even more expansive interactions in the future" (p. 291). Interpersonal relationships play an important role in providing guidance, advice, support, and feedback in the learning process (Haney, 1997). Accordingly, relationships are experiential and nurturing (Jipson & Paley, 2000), providing a fundamental foundation for the behaviors of successful teachers.
Data-driven perspectives on how families have influenced future teachers have largely relied on interviews for their methodology. Gordon (1993) identified dimensions such as the effects of family, and Feiman-Nemser (2001) interviewed a single teacher to better understand familial influences. The purpose of the study reported herein was to examine the role of family relationships on successful teachers by using multiple subjects and archival data sources. This study does not attempt to evaluate relationships; rather, it provides insights into relationship experiences of successful teachers as voiced by the teachers at the elementary and secondary school levels. Archival data were chosen for this study in order to understand if and how teachers perceive familial relationships when the specific subject was not solicited. Thus, our study provides a description that was not obtained through direct questioning.
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