Schools have historically maintained a hierarchy with an expectation that students show deference. The purpose of this study was to analyze the factors that caused students to treat teachers disrespectfully. This mixed-methods inquiry included K-12 teachers and administrators who responded to a social media post and participated in surveys and interviews. Based on my findings, the factors that led to the development of deferential interactions between teachers and students included establishing trusting relationships, reciprocated respect, clear schoolwide behavior expectations, positive communication with parents, and teachers' professional dress. My recommendations were for establishing clear schoolwide behavior expectations, for school districts to create teacher professional dress policies, and for teacher induction to include culturally responsive teaching and restorative practices.
","abstract_html":"<p>Schools have historically maintained a hierarchy with an expectation that students show deference. The purpose of this study was to analyze the factors that caused students to treat teachers disrespectfully. This mixed-methods inquiry included K-12 teachers and administrators who responded to a social media post and participated in surveys and interviews. Based on my findings, the factors that led to the development of deferential interactions between teachers and students included establishing trusting relationships, reciprocated respect, clear schoolwide behavior expectations, positive communication with parents, and teachers' professional dress. My recommendations were for establishing clear schoolwide behavior expectations, for school districts to create teacher professional dress policies, and for teacher induction to include culturally responsive teaching and restorative practices.</p>","abstract_has_math":false,"creators":["Browne-Bolton, Shondra"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Stefanie Shames","Dr. Lorrie Butler","Dr. Carla Sparks"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04-01T07:00:00Z","date_published":"2024-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["deference","respect","communication","behavior expectations","professional dress","K-12 schools","social interactions","discipline","parental involvement","culture","Educational Leadership","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/860","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Stefanie Shames","Dr. Lorrie Butler","Dr. Carla Sparks"]},{"key":"dc:creator","label":"Author","values":["Browne-Bolton, Shondra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-11-07T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["deference","respect","communication","behavior expectations","professional dress","K-12 schools","social interactions","discipline","parental involvement","culture","Educational Leadership","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/860"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Schools have historically maintained a hierarchy with an expectation that students show deference. The purpose of this study was to analyze the factors that caused students to treat teachers disrespectfully. This mixed-methods inquiry included K-12 teachers and administrators who responded to a social media post and participated in surveys and interviews. Based on my findings, the factors that led to the development of deferential interactions between teachers and students included establishing trusting relationships, reciprocated respect, clear schoolwide behavior expectations, positive communication with parents, and teachers' professional dress. My recommendations were for establishing clear schoolwide behavior expectations, for school districts to create teacher professional dress policies, and for teacher induction to include culturally responsive teaching and restorative practices.
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"],"dc:identifier":["https://digitalcommons.nl.edu/diss/860"],"dc:subject":["deference","respect","communication","behavior expectations","professional dress","K-12 schools","social interactions","discipline","parental involvement","culture","Educational Leadership","Elementary and Middle and Secondary Education Administration","Elementary Education","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Other Teacher Education and Professional Development","Secondary Education","Secondary Education and Teaching"],"dc:title":["An Evaluation of the Factors that Lead to the Development of Deferential Interactions Between Teachers and Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}