An Evaluation of the Factors that Lead to the Development of Deferential Interactions Between Teachers and Students

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2024

Author dc:creator

• Browne-Bolton, Shondra

Contributors dc:contributor

• Dr. Stefanie Shames
• Dr. Lorrie Butler
• Dr. Carla Sparks

• 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

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/860

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1922