Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Peter Kiriakidis

Abstract

Exclusionary discipline practices (EDPs), including suspensions and expulsions, are used in public schools, from kindergarten to 12th grade (K–12). Excessive use of EDP can have a negative impact as students face delays in completion of their academic work. The problem of increasing use of EDPs at a suburban public school district located in a southern state was addressed in this study. Hallinger and Murphy’s instructional leadership model was used to examine the perceptions of K–12 school principals regarding their use of instructional leadership practices to reduce the use of EDPs. Purposeful sampling was used in this basic qualitative study to select 10 K–12 school principals trained in restorative discipline who had at least 2 years of administrative experience. Findings from the data collected through online synchronous interviews and a multicycle thematic analysis revealed that participants: (a) implement instructional leadership practices to reduce the use of EDPs by building a sense of community, supporting teachers, and helping students improve their behaviors; (b) perceive lack of professional development as a barrier to reducing the use of EDPs; and (c) recommend a policy on student discipline strategies. The resulting project was a policy recommendation for K–12 principals and senior school administrators proposing strategies to reduce the use of EDPs. The project contributes to positive social change through strategies that K–12 school principals can apply to reduce the use of EDPs, decrease the potential delays in the completion of students’ academic work, improve student classroom behavior, and support teacher retention

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