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
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.
Recommended Citation
O'Brien, Lory, "Discipline that builds student self-discipline" (1999). Theses and Dissertations. 1861.
https://rdw.rowan.edu/etd/1861
