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Teacher-Directed Student Aggression: Principal and Teacher Perceptions in Building Relationships with Students with Emotional Behavioral Disorder. The Challenges, The Implications, and The Outcomes

Gill, Monique L
http://orcid.org/0000-0001-7823-4278
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1688657186328078

Abstract Details

2023, Doctor of Education (Ed.D.), Bowling Green State University, Leadership Studies.
A phenomenological study, according to Creswell (2013), is one that “focuses on describing what all participants have in common as they experience a phenomenon” (p. 76). This phenomenological study aimed to (a) explore teacher perceptions who have experienced teacher-directed student aggression by students with emotional behavioral disorder (EBD) and (b) investigate how teacher relationships affect student outcomes, school climate, and the emotional demands of the profession within a career technical school. In addition, the study was designed to (a) explore how principals view their efficacy in supporting teachers who experience aggressive outbursts by students with EBD and (b) help students with EBD develop prosocial and problem-solving skills. There has been little research on teacher-directed student aggression (TDSA) and the leadership imperative to support teachers and students with EBD. This study is designed to illuminate the experiences and perceptions of educators who work as classroom ambassadors and school leaders in the face of student aggression to meet and serve the needs of students with EBD. In attending to the complex problem, solutions will be grounded through the lens of Maslow’s hierarchy of needs, Starratt’s ethical leadership paradigm, and Vygotsky’s social constructivist theory. The study results were analyzed using Creswell’s (2014) seven-step examination process for qualitative research. The overall findings suggest that mitigating TDSA can be positively influenced by the teacher-student relationship (TSR). Overarching themes indicated that teacher commitment, community engagement, ongoing professional development, and the emotional charge significantly contribute to nurturing the TSR with students with EBD. This study has several implications for policy and practice in the educational domain, leadership practice, and higher education.
Patrick Pauken, J.D., Ph.D. (Advisor)
Kristina LaVenia, Ph.D. (Committee Member)
Judy May, Ph.D. (Committee Member)
Melody Tankersley, Ph.D. (Committee Member)
Lauren Maziarz, Ph.D. (Committee Member)
271 p.
Educational Leadership
Teacher-Directed Student Aggression (TDSA); Emotional Behavioral Disorder (EBD); Teacher-Student Relationship (TSR); Teacher Victimization; Aggressive Student Behavior; Special Education;

Recommended Citations

Citations

  • Gill, M. L. (2023). Teacher-Directed Student Aggression: Principal and Teacher Perceptions in Building Relationships with Students with Emotional Behavioral Disorder. The Challenges, The Implications, and The Outcomes [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1688657186328078

    APA Style (7th edition)

  • Gill, Monique. Teacher-Directed Student Aggression: Principal and Teacher Perceptions in Building Relationships with Students with Emotional Behavioral Disorder. The Challenges, The Implications, and The Outcomes. 2023. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1688657186328078.

    MLA Style (8th edition)

  • Gill, Monique. "Teacher-Directed Student Aggression: Principal and Teacher Perceptions in Building Relationships with Students with Emotional Behavioral Disorder. The Challenges, The Implications, and The Outcomes." Doctoral dissertation, Bowling Green State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1688657186328078

    Chicago Manual of Style (17th edition)

bgsu1688657186328078
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© 2023, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.