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Elementary School Teachers' Levels of Concern with Disruptive Student Behaviors in the Classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | McCaskey, Jacquline L. |
| Copyright Year | 2015 |
| Abstract | Elementary School Teachers’ Levels of Concern with Disruptive Student Behaviors in the Classroom by Jacquiline L. McCaskey MA, University of Phoenix, 2006 BA, Valdosta State University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University March 2015 Abstract Educators are concerned over disruptive student behavior that diverts teacher attention from instruction to student’s negative behavior. The disruptive student is frequently removed from the classroom, decreasing negative behavior but resulting in shorter instructional time for the disruptive student. The purpose of this correlational survey study was to identify teachers’ (a) levels of concern for specific disruptive behaviors, (b) methods most frequently used for disruptive behavior, and (c) professional needs related to general classroom and behavior management. The study examined the relationship between teachers’ levels of concern regarding specific behaviors and the degree of support needed to manage those behaviors. Bandura’s self-efficacy theory served as the framework for this study. Stephenson’s Child Behavior Survey was modified and used to collect data from 49 Title I elementary school teachers in a southern state. Data were analyzed descriptively and results indicated that teachers (a) were concerned with student distractibility and disobedience, (b) used a variety of disruptive behavior methods, and (c) desired additional knowledge and support to address disruptive behavior. Also, a correlation analysis was conducted and determined that a significant relationship existed between teachers’ levels of concern and levels of additional support needed to address disruptive behavior. It is recommended the school district implement a system of teacher support for disruptive behavior, and identify existing underused supports and promote their use. This study may contribute to positive social change by providing teachers with the support and methods needed to decrease disruptive behavior, resulting in increased teachers’ sense of efficacy and improved students’ learning and achievement.Educators are concerned over disruptive student behavior that diverts teacher attention from instruction to student’s negative behavior. The disruptive student is frequently removed from the classroom, decreasing negative behavior but resulting in shorter instructional time for the disruptive student. The purpose of this correlational survey study was to identify teachers’ (a) levels of concern for specific disruptive behaviors, (b) methods most frequently used for disruptive behavior, and (c) professional needs related to general classroom and behavior management. The study examined the relationship between teachers’ levels of concern regarding specific behaviors and the degree of support needed to manage those behaviors. Bandura’s self-efficacy theory served as the framework for this study. Stephenson’s Child Behavior Survey was modified and used to collect data from 49 Title I elementary school teachers in a southern state. Data were analyzed descriptively and results indicated that teachers (a) were concerned with student distractibility and disobedience, (b) used a variety of disruptive behavior methods, and (c) desired additional knowledge and support to address disruptive behavior. Also, a correlation analysis was conducted and determined that a significant relationship existed between teachers’ levels of concern and levels of additional support needed to address disruptive behavior. It is recommended the school district implement a system of teacher support for disruptive behavior, and identify existing underused supports and promote their use. This study may contribute to positive social change by providing teachers with the support and methods needed to decrease disruptive behavior, resulting in increased teachers’ sense of efficacy and improved students’ learning and achievement. Elementary School Teachers’ Levels of Concern with Disruptive Student Behaviors in the Classroom by Jacquline L. McCaskey MA, University of Phoenix, 2006 BA, Valdosta State University, 2002 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University March 2015 Dedication In recognition of their continuous prayers and support, I dedicate this doctoral study to my family. This study would not have been possible without the limitless patience of my husband Victor, and children Sariah and Eli. I can never repay you for all of the sacrifices you have made. To my mother and father, Jackie and Evelyn Hill, for teaching me to trust in the Lord with all my heart and He would direct my path. For believing in me to accomplish this achievement for our family, I dedicate this doctoral study to sisters, Evelina, Felicia, Lakendra, and my brother, Terrance. I dedicate it to my grandparents, Rachel Mathis and John Hill, Sr. who always encouraged me to never quit. I also dedicate it to my mother-in-law, Arlean McCaskey for assisting me with my children during the writing of this doctoral study. Finally, I dedicate this study to my grandmother, the late Sarah Hill, and aunt, the late Annette Anderson, who are in my heart, but not here to see me achieve this level of study and chapter in my life. Acknowledgments I would like to thank my Lord and Savior Jesus Christ for His grace and mercy for allowing me to complete this doctoral study. I would like to thank my church family, Heavenly Heights Ministries, for their continued prayers and support. Finally, I would like to thank Dr. Kathleen Maury, Dr. Cassandra Bosier, and Dr. Mary Howe for their guidance during the writing of this doctoral study. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1418&context=dissertations |
| Alternate Webpage(s) | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1418&context=dissertations&httpsredir=1&referer= |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
