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Discipline is a fundamental value in education that has a significant influence on student learning achievement and character development. Obedience, compliance, and orderliness, which are important aspects of an individual's personality in the family, school, and community environments, are reflected in discipline. However, there are still challenges with low student discipline, which is influenced by various internal and external factors. The role of guidance and counseling (BK) teachers is vital in providing motivation through appropriate counseling services. An effective discipline management program includes planning, implementation, evaluation, and consistency from all parties involved. This study aims to identify the programs implemented by the BK teacher team at SMPN 13 Surabaya to build student discipline, as well as the behavior modification techniques applied. With a descriptive qualitative approach involving interviews, observations, and document analysis, this study found that the programs implemented include morning greetings, collecting cellphones in the BK room, congregational prayers, and participation in Sekolah Arek Suroboyo. Behavior modification techniques applied include positive reinforcement, token economy, and negative reinforcement. This research enhances our understanding of effective strategies for managing student discipline through behavior modification, and provides a model that other schools can implement.

This study aimed to address low technology utilization and poor student discipline in schools by developing interactive multimedia titled ABBD: Aku Bisa Belajar Disiplin. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), this Research and Development (RnD) study was conducted over six months (MarchAugust 2023) at RA Mutiara Iman. Participants included ten students aged 5–6 years, selected randomly, while media and material experts and field practitioners were purposively chosen for feasibility evaluations. Data were collected through observations, interviews, questionnaires, and documentation. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were assessed using Likert and Guttman scales. The results showed significant improvement in student discipline, with scores increasing from 66% pre-intervention to 85% postintervention. Feasibility evaluations by media experts scored 88.9% (very good), while material experts scored 97.7% (very good). Field practitioners, including principals and teachers, rated the multimedia between 95.3%–100% (very good). Trials with students revealed high acceptance, with one-to-one trials scoring 90% and smallgroup trials scoring 92.5%. The multimedia incorporated audio, video, animations, and interactive buttons, ensuring user-friendly and age-appropriate content. These findings underscore the effectiveness of "ABBD" in improving discipline among early childhood students and highlight the potential for integrating technology into educational practices. The study's limitations include its focus on a small sample size and short-term evaluation, which may restrict the generalizability and understanding of long-term impacts. Future research should explore its long-term impacts and scalability in diverse educational settings to maximize its broader application. [ABSTRACT FROM AUTHOR]

Parental involvement in the management of students’ discipline is crucial for the improvement of education delivery and management. This paper investigated the role of parents’ involvement in managing students’ discipline taking references from community secondary schools in Dodoma City of Tanzania. The study used a combination of quantitative and qualitative methods to gather information from parents, community secondary school heads, head prefects, and ward education officers. Three methods were used to collect the data: surveys, focus group discussions, and interviews. The results showed that parents’ involvement in discipline management is limited and complicated by several issues, including a lack of cooperation, communication, and trust between parents and school administration. The paper identified that the strategies used by school administration to include parents in the management of discipline comprise the creation of parent committees, information sharing and favorable school environments. The study recommends that school management should involve parents in the formulation and implementation of school rules and regulations, and ensure that they are clear, consistent, and fair to all.

Student voice is essential for PBIS, but a tool for gathering students' perspectives of PBIS is not available in the literature. The purpose of this study was to develop and validate a universal–level PBIS survey for students, the Student Perceptions of Behavior and Discipline (StPBD). This survey was designed to mobilize student engagement and guide implementation with cultural and contextual fit. Survey development was informed by literature review, feedback from users and researchers, pilot tests, and exploratory and confirmatory factor analysis. Analyses of items designed to measure aspects of school climate, student–staff relationships, and family connections confirmed these three distinct factors. Linear mixed–effect analyses revealed significant relationships between the survey, student perceptions of PBIS practices in the school, school level, discipline, and gender identity. [ABSTRACT FROM AUTHOR]

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AbstractIn Texas public schools, discipline practices are governed by state and federal laws. These laws are intended to provide protections for students with disabilities to ensure that disciplinary actions take into consideration the nature and the impact of the disability. Although these laws and practices are in place, there is concern that students with disabilities continue to be overrepresented in alternative disciplinary settings. This study explores the extent to which students with disabilities have been effected by these laws and practices over a 15-year period. Specifically, the purpose of this study was to explore trends and patterns of disciplinary practices in Texas schools from 2007 to 2022. This study was interested in the extent to which students are removed from schools for disciplinary reasons, the types of disciplinary placements, and the degree to which discretionary and mandatory removals and used. Results indicate that there has been a steady decreasing trend in discipline removals for both students with and without disabilities. Simultaneously, there has been an increase in completion rates and a decrease in dropout rates. Despite these trends, students with disabilities continue to be overrepresented in alternative setting removals. Further, most of the discipline removals are for reasons that are at the discretion of the school, as opposed to disciplinary removals mandated by the state. Reasons for these discrepancies are discussed as are recommendations for improving these results. [ABSTRACT FROM AUTHOR]

The lack of discipline of post-PKL students at vocational schools requires genuine efforts to maintain academic achievement and preparation for the world of work. This research aims to determine efforts to improve the discipline of vocational school students after the PKL program at SMK MUH 1 Sukoharjo—descriptive qualitative research using the Miles & Huberman method. Data was obtained through non-participant interviews, direct observation, and documentation studies of students, teachers, and SMK MUH 1 Sukoharjo staff. Data analysis includes data reduction, presentation, and conclusion to understand efforts to improve student discipline after PKL. The research found that the PKL program at SMK MUH 1 Sukoharjo was a strategic step in improving student discipline. This can be seen from an increased understanding of discipline application of disciplinary values, to positive changes in students' attitudes and behavior. This positive impact is not only felt in daily life at school but also leads to a significant increase in academic achievement. The PKL program at SMK MUH 1 Sukoharjo has succeeded in creating a learning environment that supports the holistic formation of student character and discipline. In conclusion, the PKL program at SMK MUH 1 Sukoharjo has succeeded in proving its effectiveness in improving student discipline, as seen by increasing understanding of the concept of discipline, application of values, to positive changes in student attitudes and behavior, as well as positive changes in student attitudes and behavior—significant increase in academic achievement.

There are many things that affect student discipline, one of which is the principal's managerial skills. Because disciplinary competence is not only the teacher's mandate, but especially the ability of the principal to do managerial. In this regard, this study aims to determine the influence of the principal's managerial skills on student discipline. The research method used is quantitative by using simple linear regression analysis which is used to obtain the value of the correlation coefficient and also the regression coefficient. The population in this study, the teachers of SMA Negeri 6 Pekanbaru totaling 70 people and the sample amounted to 60 people. From the calculation results of simple linear regression analysis, the regression equation is obtained, namely: Y=-411 + 1.580, so it can be interpreted that one unit of student discipline score will affect the principal's management by 1.580 at a constant -411. From the results of the study it was concluded that there was an influence of the principal's management on student discipline. This is evidenced from the results of the regression analysis obtained tcount of 15.092 > ttable 1.684 with Sig (0.000)

The teacher's task in the activity of increasing discipline in learning is very important. Because this activity is not solely the task of the teacher in class, but all teachers. Based on the results of observations at Mts Riyadlul Ulum Bangil showed that there were students who committed violations of school rules. Guidance Counseling Teachers have a big role in tackling student disciplinary violations. The approach used in this study is a qualitative descriptive approach. The results of this study are, First, Guidance and Counseling Services at Mts Riyadlul Ulum is carried out as a form of providing guidance and counseling services to the service target, namely students. In this regard, there are a number of services in guidance and counseling in schools including orientation, information, placement and distribution services, group counseling, individual counseling, group guidance, consulting services. Second, the role of the BK teacher is that the role of the teacher is not only limited to activities in class or teaching, but is broader than that. One way is through participation in guidance and counseling programs in schools. Third, the role of the counseling teacher in increasing student discipline in Mts Riyadlul Ulum, namely by implementing school rules according to the rules that apply, so as to create order and student compliance with school rules and provide sanctions for students who violate school rules.

The implications of communication in the development of student discipline are very important to implement because good discipline is instilled at the elementary school level. This study aims to determine how communication is applied by the teacher and to find out what kind of discipline is developed in second-grade students. The method used is an interview instrument which is then validated using source triangulation. In addition, data collection in this study used observation and documentation instruments. The results of the study show that the communication applied by the teacher in learning includes verbal communication and non-verbal communication. In addition, there are several elements of communication carried out, namely: source, message, channel, communicant, and feedback. Discipline that develops in grade II students is coming on time to school, entering class on time after recess, carrying out tasks in learning, and dressing neatly according to applicable rules. Implikasi komunikasi dalam pengembangan kedisiplinan siswa sangat penting untuk dilaksanakan karena disiplin baik ditanamkan pada jenjang sekolah dasar. Penelitian ini bertujuan untuk mengetahui bagaimana komunikasi yang diterapkan guru dan mengetahui kedisiplinan seperti apa yang berkembang pada diri siswa kelas II. Metode yang digunakan berupa instrumen wawancara yang kemudian divalidasi menggunakan triangulasi sumber. Selain itu pengumpulan data pada penelitian ini menggunakan instrument observasi dan dokumentasi. Hasil dari penelitian menunjukkan komunikasi yang diterapkan guru dalam pembelajaran antara lain: komunikasi verbal dan komunikasi non verbal. Selain itu terdapat beberapa elemen komunikasi yang dilakukan yaitu: sumber, pesan, saluran, komunikan, feedback. Kedisiplinan yang bekembang pada diri siswa kelas II yaitu: datang tepat waktu ke sekolah, masuk kelas tepat waktu selesai jam istirahat, melaksanakan tugas-tugas dalam pembelajaran, berpakaian rapi sesuai aturan yang berlaku.

Teacher-student interactions are at the core of formal learning experiences. Since these interactions can be affected by ways in which the teacher or student perceive themselves to be similar, we investigated the effects of racial/ethnic and gender similarities on the type and frequency of disciplinary incidents adolescents were involved in at one middle and one high school. Results indicated that the total number of times a student was disciplined in a given year was higher for students whose race or gender was different from that of their teacher. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Ekonomi Manajemen Sistem Informasi (JEMSI) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The guidelines followed by many educational boards recommend behavioristic practices for dealing with student discipline; however, Lawrence Kohlberg's idea of organizing schools as "just communities" suggests a more promising approach. It translates to the school context the core principle of Habermas's discourse ethics: those norms to which all concerned agree are valid. In such democratically organized schools, students engage in less violence and take greater responsibility for safeguarding each other's welfare. Public debates about rules and handling transgressions generate knowledge regarding shared norms, promote role‐taking abilities, and foster ego‐syntonic commitment to democratic values. Such participatory experiences may contribute to constituting ego identity. Whereas identity politics relies on particularistic affiliations and emphasizes demarcations between social groups, ego identity is based on a commitment to universal moral values. This commitment allows individuals to develop and sustain a sense of coherence, continuity, and uniqueness, and it fosters democratic cooperation and social cohesion. In this article, Gertrud Nunner‐Winkler provides empirical support for these claims. [ABSTRACT FROM AUTHOR]

This study aims to determine the increase in student discipline through cognitive behavioural counselling in SMP Negeri 1 Dawarblandong, Mojokerto Regency students. The research population was all students in class IX, and the research sample consisted of seven students with low levels of discipline. Test and post-test. Data analysis techniques using SPSS using experimental methods. In this research design, the researcher used an experimental model, namely a research design that contained a pre-test before being given treatment and a post-test after being given treatment.The results showed that the level of discipline of students of SMP Negeri 1 Dawarblandong with cognitive-behavioural counselling was practical. This is following the results of a score of 0.000, where 0.000

This study reviews findings for the first randomized controlled trial (RCT) on the Interconnected Systems Framework (ISF) for school mental health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Since its development in the late 2000s, the ISF has been supported by federally funded centers for SMH and PBIS, and, guided by a national workgroup, is being implemented in >50 communities in the United States. This experimental evaluation of the ISF involved an RCT implemented in 24 schools in two southeastern states, with the ISF implemented in eight schools, PBIS alone implemented in eight schools, and typically co-located PBIS+SMH implemented in eight schools. Related to very poor implementation, documented by two sources of fidelity data, two ISF schools were dropped from major analyses; hence, the study used a treatment on the treated (ToT; Rubin, 1974) as compared to a more traditional Intent-to-Treat approach (ITT; Lachin, 2000). This is the first paper from this large study, with emphasis here on proximal variables and school discipline. Within schools' multi-tiered systems of support (MTSS), ISF schools delivered more Tier 2 (early intervention) and Tier 3 (treatment) interventions to a greater proportion of students than the other two conditions by the second year of the intervention. There was also a dramatic difference in the provision of interventions by community mental health clinicians in ISF schools (almost half of interventions delivered) as compared to PBIS+SMH schools (around 3% of interventions delivered), underscoring the critical role of the ISF in integrating clinicians into MTSS teams and core school functions in SMH. As compared to the other two conditions, ISF schools also had reduced office discipline referrals (ODRs) and in-school suspensions, as well as reduced ODRs and out-of-school suspensions for African American students. Findings are discussed in relation to future directions of education-mental health system partnerships in improving the delivery and impact of SMH programs and services, demonstrated in the ISF. [ABSTRACT FROM AUTHOR]

This study aims to determine the efforts made by the teacher and the supporting and inhibiting factors of the teacher in developing the discipline of the students of SMPIT Al-Ridwan. The type of research used is a qualitative approach with a descriptive method. This research was conducted at SMPIT Al-Ridwan Telukjambe Timur Kab. Karawang. The results show that: (1) the teacher's efforts in developing student discipline at SMPIT Al-Ridwan through enforcement of regulations, giving punishments, giving rewards, and teacher consistency in motivating students, (2) factors supporting the efforts of teachers in developing student discipline at SMPIT Al -Ridwan through internal and external factors. (3) The inhibiting factors of the teacher's efforts in developing the discipline of SMPIT Al-Ridwan students through internal and external factors.

This study aims to determine whether there is an influence of teacher competence either individually or simultaneously on students' discipline attitudes. This research method is quantitative and descriptive. In measuring the research variables, the researcher tested the instrument first, namely the validity and reliability tests, while measuring the two variables' influence using a simple linear correlation and regression formula. To prove these problems, the authors conducted research at MI Al-Basyariyah Balong with the object of study being teachers and students in grades IV, V and VI, taking samples of 63 students and 25 educators. Based on the results of the analysis of research data from the two variables, it can be concluded that there is a significant influence between teacher competence on student discipline at MI Al-Basyariyah Balong. This is evidenced by statistical calculation data with a correlation test that rcount is greater than rtable with a respondent's confidence level of 25 teachers and 63 students. The story of the influence of teacher competence on student discipline is 73.2%, and the rest is influenced by other factors not examined in this study.

School discipline is a significant problem of practice and policy. The differences in disciplinary patterns across schooling levels have received relatively little attention. This study examines the differences in disciplinary infractions and consequences across elementary, middle, and high schools. The results illustrate there are important variations in students' disciplinary experiences across elementary, middle and high schools. In elementary schools, there is low overall prevalence of out of school suspension (OSS) yet disparities in OSS exist, especially for Black students and students with disabilities (SWDs). In middle and high schools, there is high overall prevalence of both in-school suspension (ISS) and OSS. The Black OSS and ISS risk indices as well as Black-White disparities in OSS and ISS are highest in middle schools. Differential processing (receiving harsher consequences for similar infractions) also varies across suspension types and schooling levels. In high schools, female students are more likely to receive an OSS for subjective offenses, whereas male students are more likely to receive an OSS for attendance-related offenses. Similar to elementary schools, there is differential processing of subjective offenses for SWDs in high schools. Scholarly and policy implications are discussed. [ABSTRACT FROM AUTHOR]

School discipline is a salient challenge in K–12 districts nationwide. The majority of prior studies have focused on suspensions with relatively little attention paid to other forms of exclusionary discipline. This mixed-methods study provides a descriptive analysis of overlooked disciplinary consequences, namely, assignment to alternative schools, expulsions, and referrals to hearing. The findings from the quantitative analysis indicate that possession of drugs, student and staff assault, and weapons-related incidents account for the majority of infractions leading to the most severe forms of exclusionary discipline. Black male students account for the largest proportion of students receiving the harshest exclusionary disciplinary consequences. The findings from the qualitative analysis reveal several challenges that policymakers in urban districts navigate regarding alternative schools, including (a) staffing and the development of professional capacity, (b) the length of the school day, (c) transportation, and (d) the choice between in-district versus third-party operation of alternative schools. [ABSTRACT FROM AUTHOR]

This study aims to determine whether the family environment significantly influences the discipline of grade IX students at SMP Negeri 1 Magetan in the 2020/2021 academic year, to find out whether the school environment significantly influences the discipline of grade IX students at SMP Negeri 1 Magetan in the 2020/2021 academic year. and to find out whether the family environment and school environment significantly influence the discipline of class IX students at SMP Negeri 1 Magetan for the 2020/2021 school year. Using quantitative research methods with the type of ex-post facto research and data collection techniques, namely questionnaires and documentation. In this study a population of 339 students and a sample of 85 using a sampling technique, namely purposive sampling. From the results of the study it was found that the family environment had a significant effect on student discipline by 35.3% and the remaining 64.7% was influenced by other factors, the school environment had a significant effect on student discipline by 32.3% and the remaining 67.7% was influenced by by other factors and the family environment and school environment significantly influence student discipline by 47.4% and the remaining 52.6% is influenced by other factors.

Purpose: Warnings are one of the basic methods for giving advice to students, yet there is a dearth of guidance and considerable variation and inconsistency in their content and application. Much of the associated terminology is confusing. To provide clarity, this paper examines the essential ingredients of warnings and their optimal construction and use in higher education, with a focus on students intending a career in one of the health and social care professions. Background: Currently warnings are often poorly designed and unclear. One example is giving a student a ‘yellow card warning’ without explaining what errors or omissions have occurred, what action needs to be taken, and what could happen if the warning is ignored. Terminology: A range of unhelpful descriptors of warnings are often used, such as ‘formal’, ‘informal’, ‘verbal’, ‘written’, ‘Level 1’, ‘Level 2’, or ‘final’. Any warning needs to provide the student with a written and unambiguous explanation of the meaning and implications of any terms used. Essential ingredients: Warnings should be recorded (in writing). They should contain the word ‘warning’; a sufficiently detailed explanation of what the student has done wrong; and identification of any rule, regulation or professional guidance that has been transgressed. Warnings should explain what the student needs to do to ensure that the problem does not recur; what the consequences will be or may be if the problem(s) continue unabated or recur; if relevant, what effect the warning will have on the student and their career; the duration a warning will be kept on the student record, and an explanation of what the student can do if they do not agree with the decision to issue a warning. Conclusion: There is an increasing tendency for students to challenge adverse decisions. To respond to such challenges, education providers need to be able to show that they have acted reasonably, including providing the student with appropriate warnings.

Purpose: Students on an education programme leading to a professional career as a health or social care professional who have exhibited seriously adverse behaviour may have to attend a decision-making committee which has the power to terminate their studies. Part of the student's case in their defence may be to submit one or more testimonials. The aim of this article is to highlight, both for students and for those who write testimonials, certain avoidable pitfalls. Choice of testimonial writer: Testimonials are likely to be of greatest use to a student if written by those with professional knowledge of a student, so that they can be seen to be objective. Relatives, friends, or those with past contacts (such as school teachers) may not be given much weight by a decision making committee. Background: to the case. It is important that the writer of a testimonial is fully aware of the background to the case, and it is helpful if the writer can summarise the allegations against the student at the beginning of the testimonial. Need for honesty: Those who write testimonials should avoid misleading by failing to mention important matters. Conclusions: There are few students who are so bad that nothing good can be said about them. The nature of the decision making processes is that they tend to focus on the failings of a student. A committee tasked with deciding a student's future should take a broad interest in the case, and when trying to balance aggravating and mitigating features, and exploring how the student might behave in the future, it may be helped by receiving one or more testimonials on behalf of a student.

There is extensive evidence suggesting that school suspension is correlated with poor academic performance. However, many studies examining the association between school suspension and achievement focus on the effects of out-of-school suspension specifically. While in-school suspension is offered as a less harmful alternative consequence to out-of-school suspension, the effects of in-school suspension on academic achievement are largely unknown. This article examines the association between in-school suspensions and academic failure on standardized achievement tests. The study utilized secondary data from two cohorts of 380,826 ninth-grade students enrolled in Texas public schools to investigate how many in-school suspensions result in failure on a state standardized achievement test. Our results show that a single in-school suspension is predictive of significant risk for academic failure (greater than 25% chance of failure) on a state-wide standardized test controlling for a host of individual and school characteristics. We also find that this relationship between discipline and risk for standardized test failure is more pronounced for students of color. The implications for school psychologists in terms of curtailing the potential negative impact of in-school suspension on student achievement are discussed. [ABSTRACT FROM AUTHOR]

This case was written for graduate students, specifically for individuals seeking school principal licensure. The COVID-19 pandemic has forced school organizations, particularly building and district leaders, to modify and alter the traditional educational model. School district leaders hosted virtual town hall meetings to receive community input to determine the safest option to deliver instruction to students. Educational leaders have endured challenges from stakeholder groups that pertain to students returning to campus amid a pandemic. Future school leaders can use this case to examine their knowledge of case law, student discipline, and navigating a complex scenario due to COVID-19. [ABSTRACT FROM AUTHOR]

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants' degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban. [ABSTRACT FROM AUTHOR]

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Discipline is defined as the compliance with existing rules or regulations with pleasure and self-awareness. It has a huge influence on learning, personal interest, social life and career of students. Therefore, the purpose of this study is to describe the disciplinary problems of students at SMAN 2 Padang and ways to improve it using the right counseling approach. Data was analyzed using the quantitative and descriptive methods with a reliability scale of 0.909. The research findings shows the discipline of students in SMAN 2 Padang is in the sufficient category with a percentage of 79.27%in accordancewith established rules. Therefore the Rational Emotional Behavior Therapy group format approach is developed to enhance the problem of proper student discipline.

The study examined Social media-related behaviours and students’ discipline in public secondary schools in Kogi State, Nigeria. The purpose of the study was to investigate how often students interact with social media and the effect of this on students’ discipline. Descriptive research of the surrey type was used for the study. The population consisted of all the 55,800 students in all the public secondary schools in Kogi State. The sample for the study consisted of 900 students, 500 teachers and 45 schools. The samples were selected using proportionate sampling and simple random sampling techniques. Two self-designed instruments were used to collect relevant data. They are; Students’ Discipline Questionnaire (SDQ) for teachers and Students’ Social Media-Related Behaviour Questionnaire (SSMRBQ) for students. The validity of the instruments was ascertained by experts in the area of educational management and test and measurement. The reliability coefficient of 0.86 was obtained for SDQ for teachers and 0. 88 for SSMRBQ for students. The data collected were analysed using both descriptive and inferential statistics. All the hypotheses formulated were tested at 0.05 level of significance. The study revealed that most of the students were engaged in social media. A high percentage of the students (81.2%) in the study area often interact with social media. The study showed that there was a significant relationship between social media-related behaviours and students’ discipline. The study further revealed that there was a significant relationship in the social media-related behaviours and student’s discipline in the rural areas. Based on the findings, it was recommended that school administrators and teachers needed to inform and educate students on the harmful effects and the negative behaviours that students pick up from social media on regular bases.

This study aimed to contribute to the empirical literature related to student discipline's influence on teacher job satisfaction. Further, this research aimed to explore the correlation between student discipline and teacher job satisfaction while controlling for the contributing factors of job satisfaction). Also, this research study's results were interpreted through the lens of the Affective Events Theory indicating a person's emotions and behaviors for the workplace may influence their job satisfaction. An Ordinary Least Squares regression found that the correlation between student discipline and teacher job satisfaction was not statistically significant. However, the directionality of the relationship between student discipline and teacher job satisfaction was negative. By studying student discipline and teacher job satisfaction, this research determined that student discipline does harm teacher job satisfaction.

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher emotional factors influence the classroom environment. The purpose of the study was to examine the association of teacher emotional exhaustion and teacher efficacy with student office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) using multilevel logistic regression models. The sample included 105 teachers and 1,663 students from nine elementary schools in the United States. Higher teacher emotional exhaustion was associated with increased use of ODR and ISS but not OSS. For students with teachers experiencing burnout, the odds of receiving an ISS increased by a factor of 1.74 (d =.31). Greater teacher efficacy was also associated with lower use of OSS but not ODR or ISS. The results suggest that improving teacher efficacy and reducing teacher emotional exhaustion may support the reduced use of exclusionary discipline practices. [ABSTRACT FROM AUTHOR]

Schools across America are losing teachers at an alarming rate. Changing workforce demographics forecasted some level of loss decades ago. More recently, however, it has been noted declines are now reaching a crisis level across parts of the United States for a variety of reasons. Today the prevailing professional literature addressing public education largely identifies financial limitations as the primary force behind these teacher shortages. Research has only recently started to include other alternative factors such as working conditions and personal satisfaction in the conversation surrounding potential reasons for the ongoing loss of teachers. This article introduces findings from a newly completed study in Arizona that confirmed classroom conditions, and most notably student discipline concerns, appear to be important considerations for teachers who are contemplating leaving their current positions. These findings contribute to the scope of the existing literature. They also advance practical implications about implementing initiatives to advance school improvement and in particular to combat teacher attrition. Finally, the article advances possible policy considerations and modifications in professional practice that could be targeted to improve classroom climate and contribute to teacher recruitment and retention successes. [ABSTRACT FROM AUTHOR]

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This study aims to determine the influence of teacher leadership and extracurricular activities individually and jointly on student discipline. Discipline of students in education in school is important because education itself functions to develop and shape the character of students. This research is an ex post facto research. The research population was students of Pangudi Luhur Junior High School in Klaten Regency that were 1035. In number there were 280 students became samples. The samples were taken by proportional random sampling technique. The data collection instruments are questionnaires. The data analysis using simple regression and multiple regression to test the research hypothesis. The results showed that there was a positive and significant influence on teacher leadership on student discipline; there was a positive and significant influence of extracurricular activities on student discipline and there are influence of teacher leadership and extracurricular activities together on student discipline. [ABSTRACT FROM AUTHOR]

I reappropriate the image of a space-time warp and its notion of disorientation to argue that colonialism created a warp in Trinidad's educational system. Through an analysis of school violence and the wider network of structural violence in which it is steeped, I focus on three outmoded aspects as evidence of this warp - hierarchies, curricula and disciplinary technologies - by using data (interviews, documents and observations) from a longitudinal case study at a secondary school in Trinidad. Colonialism was about exclusion, alienation, violence, control and order and this functionalism persists today; I therefore contend that hierarchies, curricula and disciplinary technologies are all enforcers of these tenets of (neo)colonialism in Trinidad's schools. I conclude with some nascent thoughts on a Systemic Restorative Praxis (SRP) model as a way of destabilizing the warp, by stitching together literature/approaches from systems thinking, restorative justice and Freirean notions of praxis. SRP implies that colonialism (and this modern-day warp) has rendered much psychic and material damage, and that any intervention to address structural violence has to be systemic and iterative in scope and process, include healing, be participatory and foster an ethic of horizontalization in human relations. [ABSTRACT FROM AUTHOR]

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Young adolescents who experience stress may also exhibit negative behaviors at school. Students whose misbehavior causes an interruption to classroom learning may be sent to the office and, as a result, lose instructional time and learning. The goal of this quasi-experimental pilot study was to determine if mindfulness training would decrease the number of office discipline referrals for middle grades students with a high number of office discipline referrals. The treatment required students to use a Muse brain-sensing headband paired with an app to train them to focus on calming and self-regulating behaviors. Data analysis indicated a statistically significant correlation between using the headband for 3 min a week and a lower number of times students were sent to the office for behavior redirection. Research with a larger sample size is recommended. [ABSTRACT FROM AUTHOR]

Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students’ behavior as challenging – they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their access to successful life paths. The study helps both researchers and practitioners reflect on the concept that discipline assumes and provides portraits of teacher practice central to dismantling the school-to-prison-pipeline. [ABSTRACT FROM PUBLISHER]

Under federal special education law, before a school district may discipline a student with a disability for greater than 10 days, it must first determine whether the student’s actions were a manifestation of his or her disability (IDEA, 2004). This requirement, referred to as manifestation determination review (MDR), aims to ensure that students with disabilities do not experience a significant disciplinary change in placement for actions that are caused by their disabilities. This article will discuss the evolution of the legal standard and the policy implications of a study that examined 80 MDR decisions in one large urban school district.

Background: For decades, Black students have been more likely to be suspended than their White peers despite any evidence suggesting they are more likely to misbehave. This research builds on critical race theory and social justice leadership to explore and contextualize leadership practice as it relates to the racial discipline gap. Purpose: The purpose of this article is to understand how race and school context contribute to the ways principals enact discipline. Findings: Our study highlights the manner in which principals serve as key disciplinary decision makers, advocates, and intermediaries between districts, teachers, students, and families. Overall, some principals described enacting what could be called harsh punishment in the name of neutrality, consistency, and/or racial bias, while others described resisting institutional racism, challenging the status quo, and engaging in disciplinary approaches that address antecedents to misconduct and teach students about their behavior. Conclusion: These findings suggest that principal preparation programs must support students in identifying and exploring the systematic racism operating broadly in their districts and locally in their schools. [ABSTRACT FROM AUTHOR]