Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Glenn Penny

Abstract

AbstractU.S. high school teachers are challenged with disruptive student behavior and struggle to implement available interventions to reduce these behaviors in the classroom. This basic qualitative design was conducted to examine high school teachers’ challenges with using current interventions and their perceptions on how to improve them to better reduce disruptive student behaviors in the classroom. The conceptual framework was based on Canter’s assertive discipline theory, which addresses teachers’ management of student behavior and provides concepts and strategies for improving disruptive behavior. Data were collected through semistructured interviews with nine teachers of Grades 9 to 11 from two different high schools within the same school district in the state of California. The data were analyzed using open coding, and axial coding was used with the initial coding. Four themes emerged from the open coding: (a) disruptive behavior has an adverse effect on the classroom climate when interventions are not used sufficiently; (b) teachers use a variety of intervention strategies, but many are ineffective; (c) teachers perceive that professional development for interventions has been minimal and more training is needed; and (d) teachers believe that good engagement strategies will improve the efficiency of interventions. The findings of this study have potential implications for positive social change by providing information that can enhance the knowledge of teachers, administrators, and stakeholders concerning the use of interventions for disruptive student behavior. Addressing student behavior leads to more engaging and effective classroom environments, which will enhance student outcomes and retention.

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