Examining Administrators' Disciplinary Philosophies: A Conceptual Model

Brittany N. Smith, Bryan J. Hains

Research output: Contribution to journalReview articlepeer-review

7 Scopus citations

Abstract

Background: In the 40th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools, Americans rated student discipline as the second largest problem facing public education. This poses a substantial problem for administrators striving to employ school reform policies, address public demands, and meet the needs of contemporary students. Purpose: A review of the literature revealed a large body of research that examines disciplinary practice; however, it also showcased a literary gap regarding administrative disciplinary philosophies. Research Design: This multiple case study highlights disciplinary philosophies possessed by five secondary school administrators. Analysis includes utilizing the administrator discipline facilitation continuum, an adapted discipline continuum developed to analyze administrator disciplinary philosophies. Conclusions: The versatility of the continuum as well as implications for its use and future development are discussed.

Original languageEnglish
Pages (from-to)548-576
Number of pages29
JournalEducational Administration Quarterly
Volume48
Issue number3
DOIs
StatePublished - Aug 2012

Keywords

  • administrator
  • continuum
  • discipline
  • philosophy
  • student behavior

ASJC Scopus subject areas

  • Education
  • Public Administration

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