Dissertation/Thesis Abstract

School Administrator Perceived Authority to Intervene within Disciplinary Issues Originating on Social Media: An Exploration of Policy and Administrators' Perceptions
by Muse, Jeremy, D.E., University of Louisiana at Lafayette, 2017, 135; 10269391
Abstract (Summary)

The purpose of this study was to an investigate school administrator perceptions of their authority to intervene in disciplinary issues that arise from students’ use of social media. The overarching question for this proposal was: How do educational leaders view their role in protecting students and the learning environment from student misconduct that occurs off campus?

The exponential use of personal technology allows students to continuously interact with each other, even off school campus. Some of this interaction represents a continually unwanted harassment between students. In Louisiana, there have been at least three documented cases of students committing suicide following negative exchanges online with their peers. Such negative communications between students may also disturb the learning environment of the school. School districts may also vary in their approach to addressing issues originating either off campus or on social media.

Indexing (document details)
Advisor: Fossey, William R., Olivier, Dianne F.
Commitee: Mense, Evan
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Educational leadership, Education Policy, Educational administration
Keywords: Administrator authority, Off campus, Policy, Principal authority, Social media, Student discipline
Publication Number: 10269391
ISBN: 978-0-355-11451-5
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