Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rhonda Jeffries

Abstract

This qualitative case study explored how teachers in Title I schools across the southern United States perceived and experienced school discipline practices. The study addressed the problem of inconsistent implementation of restorative and preventive frameworks, which has contributed to inequitable outcomes, teacher frustration, and lost instructional time. Although initiatives such as Positive Behavioral Interventions and Supports (PBIS) are mandated across many districts, inconsistent use and limited fidelity have restricted their effectiveness in improving equitable discipline and school climate.

The purpose of the study was to examine teacher perspectives to inform the development of a culturally responsive, schoolwide behavioral system grounded in restorative and preventive approaches. Guided by Critical Race Theory (CRT) and Cognitive-Behavioral Theory (CBT), the study recognized the importance of both in addressing systemic inequities and fostering relational trust within the school community. Data collection consisted of a 15-item Likert-scale survey distributed to 110 certified educators across nine southern states and semi-structured interviews with 11 purposefully selected teachers. Although descriptive statistics provided context for teacher demographics and broad perceptions, the primary focus of analysis was on qualitative data. Interview data were coded thematically to capture teacher insights, lived experiences, and recommendations for systemic discipline reform.

Findings revealed recurring concerns regarding the lack of consistency in discipline enforcement, limited family engagement, and the persistent reliance on punitive rather than restorative measures. Teachers expressed confidence in their classroom management skills but reported frustration with the lack of cohesive schoolwide frameworks, insufficient professional development, and inequitable discipline practices affecting students with disabilities and racially diverse populations. Participants emphasized that consistency, equity, and trust must be central to any effective schoolwide discipline model.

The study concluded by recommending the design and implementation of an inclusive, restorative, and preventive discipline system, supported by continuous professional development and active collaboration among educators, administrators, families, and community stakeholders. By elevating teacher voices and prioritizing equity, this mixed method case study contributes to the body of research on sustainable, culturally responsive discipline approaches that repair harm, strengthen relationships, and improve learning environments for all students.

Rights

© 2025, Rose Clark Kebe

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