Date of Conferral

2015

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Maury

Abstract

Educators are concerned over disruptive student behavior that diverts teacher attention from instruction to student's negative behavior. The disruptive student is frequently removed from the classroom, decreasing negative behavior but resulting in shorter instructional time for the disruptive student. The purpose of this correlational survey study was to identify teachers' (a) levels of concern for specific disruptive behaviors, (b) methods most frequently used for disruptive behavior, and (c) professional needs related to general classroom and behavior management. The study examined the relationship between teachers' levels of concern regarding specific behaviors and the degree of support needed to manage those behaviors. Bandura's self-efficacy theory served as the framework for this study. Stephenson's Child Behavior Survey was modified and used to collect data from 49 Title I elementary school teachers in a southern state. Data were analyzed descriptively and results indicated that teachers (a) were concerned with student distractibility and disobedience, (b) used a variety of disruptive behavior methods, and (c) desired additional knowledge and support to address disruptive behavior. Also, a correlation analysis was conducted and determined that a significant relationship existed between teachers' levels of concern and levels of additional support needed to address disruptive behavior. It is recommended the school district implement a system of teacher support for disruptive behavior, and identify existing underused supports and promote their use. This study may contribute to positive social change by providing teachers with the support and methods needed to decrease disruptive behavior, resulting in increased teachers' sense of efficacy and improved students' learning and achievement.

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