The purpose of this study was to investigate the degree to which human resources documents which focus on recruiting, hiring, and onboarding include information about teacher traits that influence positive relationships with students. When the teacher-student relationship is positive, students improve their behaviors, work diligently to meet their teachers' expectations, and succeed in the academic environment. The relationship between teachers' traits and teacher effectiveness has been studied for over a century; however, little progress has been made in linking teacher traits with factors observable at the time of hiring. A qualitative descriptive research design was used to complete a document analysis of human resources management materials. This qualitative analysis was used to answer the research questions by coding documents and interviews for patterns, a priori, and emerging themes. In Phase I, data was gathered and analyzed from three school districts' materials. The emergent themes from the document analysis guided the development of the Interview Protocol. The Interview Protocol was used with the human resources leaders to gather explanations of the emerging themes from Phase I. In the explanatory phase, a qualitative descriptive approach was used to collect and analyze data through open-ended telephone interviews. The interview data was used to explain the degree to which human resources practices support the identification of the traits that emerged through the document analysis. These emerging themes were compared with the emerging themes from Phase I to yield the combined findings. Given the results, there is a gap between intentions, documents, and practices when recruiting, hiring, and onboarding teachers for traits that influence positive teacher-student relationships. The intention of the human resources administrators was to include information regarding teacher traits that influences those positive relationships, but the hiring and onboarding materials do not document such evidence. The personality traits that support positive teacher-student relationships were not documented in all three phases. During the orientation phase, there was a small focus on the traits that foster teacher-student relationships and equitable practices. These findings may provide valuable information to hiring authorities and school district leaders regarding traits to include when recruiting, hiring, and onboarding teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]