Date of Conferral
5-14-2024
Date of Award
May 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
John Flohr
Abstract
Researchers have found that removing students from instructional settings for behavioral infractions adversely influenced student learning. The problem of this basic qualitative study was that strategies, challenges, experiences, and approaches used by high school general education teachers to manage student misbehavior were unknown. The purpose was to explore how high school teachers managed student misbehaviors. Bandura’s social cognitive theory was the conceptual framework selected for this study. Data were collected through one-on-one semi-structured open-ended interviews via Zoom with seven high school general education teachers with at least three years of teaching experience. Saturation was evident when data became redundant at the 6th and 7th participants. Data analysis included coding with thematic analysis which led to the emergence of four themes: types of student misbehaviors, teacher interventions, challenging disruptive behaviors, and ramifications of discipline referrals. Student behaviors varied depending on the environment and teacher management strategies varied depending on the behavior and challenges they presented. Findings from this study may promote positive social change by helping administrators, teachers, and students understand how high school general education teachers’ strategies, challenges, experiences, and approaches to managing student misbehavior influence student behavior and ultimately their academic success.
Recommended Citation
Ford, Kelly, "Strategies, Challenges, Experiences, and Approaches to Managing High School Student Misbehaviors" (2024). Walden Dissertations and Doctoral Studies. 15774.
https://scholarworks.waldenu.edu/dissertations/15774
