Dissertation/Thesis Abstract

An Analysis of Teachers' Discipline Styles as They Relate to Gender and the Number of Office Referrals Written by Teachers
by Reese, Michael K., Ed.D., Missouri Baptist University, 2012, 121; 3549646
Abstract (Summary)

Research suggests the teacher-student relationship is essential in classroom management effectiveness. Research also suggests student misbehaviors are the one factor that negatively affects student success and teacher longevity. Teacher influence on student success starts in the classroom with the teachers' classroom management and discipline styles. This study examined the teachers' discipline styles as they related to gender and office referrals written over a one-year period. There were two research questions guiding this study: 1. Is there a relationship between the gender of teachers and the discipline styles utilized by the teachers as measured on the Teacher Discipline Five-Style Inventory? 2. Is there a relationship between the number of office referrals written by teachers over a one-year period and the discipline style utilized by the teachers based on the Teacher Discipline Five-Style Inventory? The response to question one utilized a Chi-Square analysis which failed to reject the null hypothesis, which meant that gender was not found to be related to discipline styles as measured by the Teacher Discipline Five-Styles Inventory. An analysis of variance (ANOVA) was used to analyze discipline styles and the number of office referrals; however, due to the lack of respondents in the Abdicator, Enforcer, and Compromiser discipline style categories, the ANOVA could not be run. In response, a post hoc analysis was used on the remaining two categories, Supporter and Negotiator, to determine if a relationship existed between the numbers of Supporter discipline style referrals and the numbers of Negotiator discipline style referrals. The t-test results rejected the null hypothesis. The findings concluded that the mean of the Supporter discipline style referrals which was 1.47 was statistically significantly different than the mean of the Negotiator discipline style referrals which was 2.91.

Indexing (document details)
Advisor: Stanfield, Pamela M.
Commitee: Engelhardt, Mark D., Rossiter, Kevin D.
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 74/05(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Middle School education
Keywords: Classroom management, Discipline styles, Office referrals, Teacher gender
Publication Number: 3549646
ISBN: 978-1-267-86160-3
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