Teachers' perceptions of alternative practices and exclusionary discipline

Darren Hartman Kennedy, Tennessee State University

Abstract

The purpose of this study was to investigate the perceptions of Williamson County (WCS) middle and high school teachers in utilizing Positive Behavior Intervention Support (PBIS) and Classroom Organization Management Program (COMP) in successfully dealing with (a) student misbehavior, (b) academic achievement, (c) student engagement, and (d) personal satisfaction teaching. Moreover, this study examined the correlation between training on PBIS and COMP and teacher perceptions of their ability to deal with student misbehavior, increase student engagement, and increase academic achievement. Finally, the study investigated WCS teachers’ perceptions on the use of PBIS and COMP in reducing the occurrence of exclusionary discipline in the classroom. ^ A total of two schools were conveniently selected and investigated during the 2016–2017 school year, which were Grassland Middle School and Franklin High School. The total target population of the two schools were 207 teachers. This includes 92 middle school teachers and 115 high school teachers. The results of the null hypotheses testing using the Chi Square analysis found statistically significant differences between middle and high school teachers’ perceptions on PBIS and COMP on five of the null hypotheses. Middle school teachers had a statistically significant difference than high school teachers on the statements regarding PBIS and COMP, meaning that they believed the programs to be effective. ^ High school teachers had a statistically significant difference on PBIS in dealing with student academics, student engagement, training and ability in student behavior and engagement and PBIS working to reduce the occurrence of exclusionary discipline. There are several areas where there were no statistically significant differences in high school teachers on PBIS. Overall, high school teachers perceived some parts of PBIS to be beneficial, but middle school found all parts beneficial. Unlike PBIS, high school teachers believed that COMP works to reduce the occurrence in exclusionary discipline and all of the aforementioned areas as well. There was no statistically significant correlation found between the number of days of training in PBIS that teachers received and their ability to deal with student misbehavior, student academic achievement and student engagement.^

Subject Area

Educational administration

Recommended Citation

Darren Hartman Kennedy, "Teachers' perceptions of alternative practices and exclusionary discipline" (2016). ETD Collection for Tennessee State University. Paper AAI10243549.
http://digitalscholarship.tnstate.edu/dissertations/AAI10243549

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