Ricky Catlett Dissertation Final Defense

The College of Education, Health and

Human Sciences

Announces the Final Examination of

       Ricky Dale Catlett

for the degree of

   Doctor of Education

       July 7 at 11:00 am

123 Ball Hall, University of Memphis

Memphis, TN


Biographical Sketch

Bachelor of Arts, Communication/Public Relations, Lambuth College

Bachelor of Science, Health/Physical Education, Lambuth University

Master of Education, Administration Supervision, Trevecca Nazarene University

Advisory Committee

Larry McNeal, Ph.D., Professor & Chair, Department of Leadership, Committee chair

Reginald Green, Ed.D., Professor, Department of Leadership

Charisse Gulosino, Ed.D., Assistant Professor, Department of Leadership

Charles H. Clark Jr., Ed. D., Adjunct Professor, Department of Leadership



Major Field of Study

Leadership and Policy Studies, Educational Leadership

Period of Preparation: 2012 – 2015

Comprehensive Examination Passed: April, 2014

The Relationship Between Affective Teaching and Teacher Effectiveness in Rural Teachers in Tennessee




The purpose of this study is to investigate the relationship between affective teachers and teacher effectiveness among teachers in rural Tennessee. The philosophical belief of the study is embedded in the classical conditioning theory where the classroom is perceived as the instructional construct, which is characterized by the generation of stimuli and responses. A sample of 259 rural teachers in Tennessee located in elementary, middle, and high schools participated in the study. Data was collected using a survey containing elements of motivation, emotionality, planning, stability, commitment, and competence. Data was analyzed using regression analysis, descriptive statistics, and correlations. Results showed that teachers motivate students using strategies which include: drive to learn, passion to succeed, passion to learn, and appreciation. Results also showed that teachers utilize emotionality to build relationships with students using strategies which include the following: concern, kindness, compassion and listening. These findings have implications for classroom management, instructional design, assessment, delivery of instruction, creating friendly teaching environments, instructional leadership, student growth and achievement.

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