Degree Date
4-2024
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Stefanie Shames
Second Advisor
Dr. Lorrie Butler
Third Advisor
Dr. Carla Sparks
Abstract
Schools have historically maintained a hierarchy with an expectation that students show deference. The purpose of this study was to analyze the factors that caused students to treat teachers disrespectfully. This mixed-methods inquiry included K-12 teachers and administrators who responded to a social media post and participated in surveys and interviews. Based on my findings, the factors that led to the development of deferential interactions between teachers and students included establishing trusting relationships, reciprocated respect, clear schoolwide behavior expectations, positive communication with parents, and teachers' professional dress. My recommendations were for establishing clear schoolwide behavior expectations, for school districts to create teacher professional dress policies, and for teacher induction to include culturally responsive teaching and restorative practices.
Recommended Citation
Browne-Bolton, Shondra, "An Evaluation of the Factors that Lead to the Development of Deferential Interactions Between Teachers and Students" (2024). Dissertations. 860.
https://digitalcommons.nl.edu/diss/860
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education Commons, Secondary Education and Teaching Commons