Leadership Studies Ed.D. Dissertations

Teacher-directed student aggression: Principal and teacher perceptions in building relationships with students with emotional behavioral disorder: the challenges, the implications, and the outcomes

Date of Award

2023

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Leadership Studies

First Advisor

Patrick Pauken (Advisor)

Second Advisor

Kristina LaVenia (Committee Member)

Third Advisor

Judy May (Committee Member)

Fourth Advisor

Melody Tankersley (Committee Member)

Fifth Advisor

Lauren Maziarz (Committee Member)

Abstract

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.

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