Teacher perceptions of middle school discipline practices and their impact on teacher efficacy of classroom management
Date of Award
Fall 2013
Type
Dissertation
Major
Doctor of Education
Department
Counseling, Foundations & Leadership
Abstract
The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.
Recommended Citation
Williams, John Christopher, "Teacher perceptions of middle school discipline practices and their impact on teacher efficacy of classroom management" (2013). Theses and Dissertations. 201.
https://csuepress.columbusstate.edu/theses_dissertations/201
