Date of Conferral

1-1-2011

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Derek Schroll

Abstract

Despite training and support, many middle school teachers struggle to create, implement, and enforce research-based strategies to manage students' behaviors. The purpose of this case study was to examine teachers' perceptions about the barriers of managing student behavior. The research questions investigated 9 teachers' perceived barriers of managing student behavior at one middle school and the observed actions of these teachers' reactions to student behavior. Each participant was asked to participate in a 45-minute semistructured interview to examine their perceived barriers of managing student behavior and the strategies they use to manage student behavior relative to McGregor's theories X and Y. To support and compare teachers' perceived barriers, each participant was also observed teaching for two 45 minutes sessions. Interpretative data analysis strategies were used to read, review, record, and code the transcribed data from the interview transcripts and observation field notes. Predetermined and developed themes were triangulated from the interviews, observations, and review of literature. Findings revealed that the inconsistency among school administrators and the lack of support from parents as well as teachers were barriers for managing student behavior. Mutual experience shared among participants and the data collected indicated a need for professional learning for teachers and administrators in the area of student management. Results from this study will promote positive social change by providing insight on the barriers educators need to overcome to manage student behavior and the existing strategies that are being used. Furthermore, the results of this study could aid in reducing teacher burn out and teacher retention rate as well as increasing teacher morale.

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