Date of Conferral
4-21-2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Donald Wattam
Abstract
The problem that was investigated through this study was the increase in suspensions for teacher-directed violence at two urban mid-Atlantic Title I elementary schools. The purpose of this qualitative study was to explore elementary teachers’ perceptions of preventing and managing teacher-directed violence in two Title I mid-Atlantic schools. Bronfenbrenner’s ecological framework was used as the foundation for environmental explanations. For this basic qualitative design, semistructured interviews with 10 teacher participants were conducted. The thematic analysis resulted in three themes based on the teacher request for (a) classroom management resources and supports, (b) clarifying the code of conduct, and (c) improving family communication. Based on these findings, a 20-session professional learning community to train Title I teachers was developed which focuses on (one line summary of the PD). The results of the study might promote positive social change by addressing the vocalization of Title I teachers within a professional learning community for the Title I teachers.
Recommended Citation
Mashburn, Allison, "Teachers’ Perceptions of Preventing Teacher-Directed Violence in Urban Title I Schools" (2026). Walden Dissertations and Doctoral Studies. 19864.
https://scholarworks.waldenu.edu/dissertations/19864
