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 Users may download and print one copy of any publication from the public portal for the purpose of private study or research.  You may not further distribute the material or use it for any profit-making activity or commercial gain  You may freely distribute the URL identifying the publication in the public portal If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

 Users may download and print one copy of any publication from the public portal for the purpose of private study or research.  You may not further distribute the material or use it for any profit-making activity or commercial gain  You may freely distribute the URL identifying the publication in the public portal If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

The goals of this study were (a) to assess the unique contributions of curiosity and demographics to the teacher–student relationship and (b) to identify the most common barriers teachers experience when attempting to build positive relationships with students. A sample of 518 public school teachers from across the United States completed an online survey. The results show that curiosity and grade level predict teacher–student relationships. Students’ negative behavior, time constraints, large class sizes, family issues, and truancy were among the most common barriers to positive teacher–student relationships. The discussion includes theoretical and practical implications for educators and school leaders.

This study explored the role public school principals play in implementing teamwork among K-12 teachers. A sample of 636 U.S. principals completed an online survey rating the importance of teamwork, identifying the barriers teachers face when working in teams, and listing the initiatives they have taken to promote teamwork among teachers. The findings suggest that principals consider teamwork to be very important. They also showed that time constraints, relationship concerns, and differences in teaching and experience are the leading barriers to teamwork. The findings also indicated that principals take initiatives—such as modifying schedules, team-building activities, and professional development—to foster teamwork among teachers.