The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.
","abstract_html":"<p>The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.</p>","abstract_has_math":false,"creators":["Williams, John Christopher"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. James L. Beaty","Dr. Camille L. Bryant","Dr. Thomas J. McCormack"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-10-01T07:00:00Z","date_published":"2013-10-01T07:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["classroom discipline","classroom management","efficacy","student discipline","student discipline policy","teacher perceptions","teacher self-efficacy","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/201","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. James L. Beaty","Dr. Camille L. Bryant","Dr. Thomas J. McCormack"]},{"key":"dc:creator","label":"Author","values":["Williams, John Christopher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["classroom discipline","classroom management","efficacy","student discipline","student discipline policy","teacher perceptions","teacher self-efficacy","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/201"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative study was to investigate the relationship between teacher perception of principal leadership, teacher perception of discipline policy, teacher perception of input to discipline policy, teacher perception of administrator support with student discipline, and teacher efficacy of classroom management. This study analyzed data from three middle schools in a central West Georgia school district. The overall model was not significant at predicting teacher efficacy of classroom management. The data did show that teacher perception of student discipline policy was significantly related to teacher efficacy of classroom management across the school district as a whole and for the male subgroups at schools ‘A’ and ‘B’. Teacher perception of principal leadership was significantly related to teacher efficacy of classroom management only at school ‘A’. Teacher perception of administrative support with student discipline was significant related to teacher efficacy of classroom management iii only at school ‘A’. Teacher perception of their input to the discipline policy was significant only for the female subgroup at the system level and the male subgroup at school ‘B’.
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