Date Approved

4-29-1999

Embargo Period

8-3-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

School discipline; Self-control

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study is to explore the effectiveness of a discipline method that builds student self-discipline in the interaction of high school teachers and their students using an action research design. Implementing a discipline system that builds student self-discipline means increasing the effectiveness of teacher management of disruptive students and decreasing the number of disciplinary referrals that are sent to school administrators.

A strategy for training seventeen volunteer teachers in a new disciplinary technique was planned, implemented and evaluated. The teachers involved in the study participated in three workshop sessions designed to teach them a discipline strategy that builds student self-discipline and lowers the number of student referrals sent to vice-principals in the main office. Teachers were surveyed twice throughout the study for frequency of implementation, and their students were surveyed twice to measure any growth in student self-discipline.

The conclusions and implications of this study on discipline that builds student self-discipline suggest an impact on the high school teachers, students and administrators. Major findings revealed an increase in teacher frequency of discipline strategy use, an increase in student self-management skills reflecting student self-discipline and a decrease in the number of disciplinary referrals submitted by teachers to administrators.

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