Teacher Perceptions of Need in the Student Discipline Processes: A Comparison ofBehavior Intervention Models

Abstract

The purpose of this research study was to investigate teacher perceptions ofstudent discipline within the school setting. The research focused on three questions: (1)How have teacher perspectives of discipline problems changed since they began theircareer? (2) How do teachers perceive problematic student behavior in terms ofdisrupting the learning environment? and (3) What are teacher perceptions of addressingproblematic student behavior and the amount of time this takes in a school day? Theresearch design for this study was qualitative in nature with a sample size of teninterviews of certified teachers who were employed in an elementary school located in asuburban school district in Missouri. The interviews occurred during the 2016-2017school year.Results from this study included three major findings, which included teacherssharing their thoughts on student discipline. Several themes emerged that teachers feltmade a significant impact on student discipline in the classroom setting. Teachersidentified a positive relationship with students and creating a positive classroom climateas important in overall classroom management. Teachers felt that problematic studentbehavior was on the rise and they identified home environment and missing skills as twomajor reasons for the rise in discipline issues. Examples of behavior teachers haveencountered within the classroom setting and estimated times of lost instruction due tostudent interruption were also given.