Author: Theresa Ann Costa Johansen

Publisher:

Published: 2016

Total Pages: 0

ISBN-13: 9781339825182

Student misbehavior in the school setting and exclusionary discipline practices have been linked to a host of negative student and teacher outcomes. While many factors likely contribute to student misbehavior in a school and classroom setting, this research used qualitative and quantitative methods to examine teacher-level factors associated with classroom and schoolwide disciplinary practices, including teacher perceptions of self-efficacy for classroom management, teacher opinions regarding which types of student behaviors warrant disciplinary referrals, teacher beliefs relating to student misbehavior and consequences, and teacher perceptions of administrative support and school climate. Research questions focused on (a) the relationships among teacher-level perceptions and beliefs about self and collective efficacy, student behavior and school climate, and how these perceptions are associated with classroom and schoolwide discipline practices; and (b) how teachers report factors such as school culture, climate, history, and student demographics that potentially influence schoolwide discipline practices and subsequent discipline outcomes for students. Together, the qualitative and quantitative findings for this study provide evidence of a relationship between teacher-level perceptions and beliefs about self-efficacy and collective efficacy and about student behavior and school climate; these perceptions influence classroom and schoolwide discipline practices. The findings yielded insight into how perceptions of school culture and climate may influence schoolwide discipline practices and subsequent discipline outcomes for students. Key words: classroom management, self-efficacy, collective efficacy, expulsion, student discipline, suspension, zero tolerance, willful defiance