Date of Conferral

7-2-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Poplau

Abstract

This basic qualitative study explored the perceptions of elementary school administrators regarding the uses of restorative practices (RPs) to address an increase in undesirable behaviors among K–5 students in a northern public school district in Georgia. Guided by restorative justice theory, which emphasizes repairing harm and fostering positive relationships, the study focused on understanding how administrators perceive the effectiveness of RPs in managing student behavior during instructional time. The research questions focused on administrators’ perceptions of the effectiveness of RPs in addressing student behaviors in the classroom. Data were collected through semi-structured interviews with 10 elementary school administrators from the local school district. Thematic analysis, using open and axial coding, revealed six key themes: (1) administrators’ roles and responsibilities in supporting effective RP implementation, (2) perceptions of RP implementation processes, (3) perceived effectiveness of RPs in improving student behavior, (4) the role of training and professional development, (5) challenges and strategies related to implementation, and (6) specific RPs currently in use. The findings suggest that administrators view RPs as a valuable approach for reducing behavioral disruptions, promoting student accountability, and fostering a positive school climate. However, successful implementation is often hindered by inconsistent training and a lack of system-wide support. These insights informed the development of a targeted professional development workshop to equip administrators and teachers with the skills necessary to implement RPs with fidelity. This study emphasizes the potential for RPs to drive positive social change by reducing exclusionary discipline, strengthening school culture, and enhancing outcomes for both students and staff in elementary settings.

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