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’.

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