High School Teachers’ Perceptions of Restorative Discipline Practices

Rainbolt, Stacey; Fowler, Elizabeth Sutton; Mansfield, Katherine Cumings

doi:10.1177/0192636519853018

Cited by 18 publications

(12 citation statements)

References 26 publications

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“…Table1who indicated that there are sets of laws and procedures followed in maintaining discipline to students in public secondary schools. The findings are in line with what was reported byRainbolt et al (2019) andBanda (2022) that before implementing the laws of issuing warnings and reprimands to students with misbehaviours, the process is preceded by guidance and counselling from teachers and school management. The that guidance and counselling is a primary stage in tackling indiscipline matters in schools.…”

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confidence: 91%

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2022

IJELD

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This study assessed the expediency of school board warnings and reprimands strategies for managing students' discipline in public secondary schools in Longido district. The study employed social control theory whereas convergent design under mixed research methods guided data collection and analysis. Probability and non-probability sampling techniques were used to obtain the study sample of sixty-five (65) respondents that consisted of 5 school boards chairpersons, 20 school board members, 5 heads of schools, 5 discipline teachers and 30 teachers. Interview guides and questionnaires was validated using research's experts from department of education planning and administration before data collection. The reliability of questionnaires instruments ensured through Cronbach-alpha and interview guide by triangulation methods. Percentages, means and standard deviation were generated from the analysed descriptive data. Qualitative data were analyzed thematically and presented in words inform of verbatim quotations. The study revealed that warnings and reprimands is used by the school boards and school management in managing students' discipline guided by sets of laws, regulations and standards aiming to avoid the occurrence of indiscipline and improve academic performance. Moreover, the study also found out that parental involvement and guidance and counselling strategies were used by school boards and school management managing students discipline matters before administering of warnings and reprimands. The study concluded that warnings and reprimands strategies were used by school boards in managing students' discipline in public secondary schools in Longido district. The study recommends that the Ministry of Education Science and Technology should create awareness among public secondary schools' stakeholder including teachers and parents on the procedures used by school boards in administering warnings and reprimands.

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confidence: 91%

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2022

IJELD

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“…The correlation result could be influenced by the strong DepEd implementation and monitoring of these core values as initiated by the administrators and the teachers [25,59]. Here, the role of administrators and teachers is essential in establishing both the students' core value awareness and practice of these core values, as supported by Rainbolt et al [60]. In fact, Fisher and Frey [61] argue that teachers are potent instruments in engaging students to recognize and practice the core values.…”

Section: Difference In the Awareness Of The Jhs Students On The Publi...mentioning

confidence: 99%

Awareness and Practice of Public School Core Values among Junior High School Students

Garcia

Bual

2022

AJESS

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Aims: This study determined the students’ awareness and practice of the public school Core values of maka-Diyos (Godly), makatao (person-oriented), makakalikasan (environmental), and makabansa (nationalistic) in a component city of Northern Negros Occidental. Study Design: The study utilized a quantitative research design, particularly the descriptive-comparative and correlational approaches. Place and Duration of Study: This study assessed the students’ level of awareness and extent of practice of core values of maka-Diyos, makatao, makakalikasan, and makabansa of junior high school students in a public school in Negros Occidental, Philippines, during 2021-2022 when taken as a whole and grouped according to sex, religion, and family structure. Methodology: Using the descriptive-comparative and correlational design, the study was assessed by 221 junior high school students during the school year 2021-2022. It employed a researchers’ validated and reliability-tested core value awareness and practice questionnaires. In data analysis, Mean, Standard Deviation, Kruskal Wallis, and Spearman Rank Correlation were used. Results: Generally, the level of awareness (M=4.38, SD= 0.40) is very high. Particularly, all core values of maka-Diyos (M=4.43; SD=0.50), makatao (M=4.32; SD=0.52), makakalikasan (M=4.25, SD= 0.57), and makabansa (M=4.54, SD= 0.45) were rated very high. The extent of practice (M=4.38, SD= 0.41) was rated very great extent. All core values of maka-Diyos (M=4.39; SD=0.55), makatao (M=4.31, SD= 0.49), makakalikasan (M=4.31, SD= 0.57), and makabansa (M=4.54, SD= 0.46) were rated very great extent. It is also showed that there were no significant differences in terms of religion [U=2967.0, p=0.323] and family structure [χ2(2)=1.798, p=0.407]. Meanwhile, in terms of sex [U=4553.5, p=0.004], there was a significant difference in the students' awareness while there was no significant difference in the extent of practice when grouped according to sex [U=5075.5, p=0.072], religion [U=2848.5, p=0.184], and family structure [χ2(2)=3.253, p=0.197]. In terms of correlation, there was a significant relationship between the awareness and practice [ρ(219)=0.761, p=0.000] of public school core values. Conclusion: The core value awareness and practice of maka-Diyos, makatao, makakalikasan, and makabansa is sustainably established among the students when the public school strongly implements and promotes this Department of Education (DepEd) mandate. Making these values visible in the school environment can help the learners recognize their importance.

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“…To examine the faculty perspective on restorative justice, Rainbolt et al (2019), conducted a study in a high school. The authors found that generally teachers were favorable to the process but did offer some critiques and concerns.…”

Section: Teaching Notesmentioning

confidence: 99%

“…Some teachers believed that students were taking advantage of the program and only paying lip service to avoid punishment, while other believed the process was giving students unrealistic expectations for how situations were handled in the real world. Most other concerns fell neatly within the following emergent themes: onboarding, perseverance, overcoming discomfort, and training (Rainbolt et al, 2019, p. 173). There have been studies that show positive restorative justice outcomes are associated with comprehensive PD (Kane et al, 2008; Wong et al, 2011), which further emphasizes the importance of training.…”

Section: Teaching Notesmentioning

confidence: 99%

Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School

Gilzene

2020

Journal of Cases in Educational Leadership

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As many schools and school districts across the nation consider replacing traditional behavioral management strategies with restorative practices, this case asks the readers to consider the challenges a school leader may face when attempting to implement school-wide procedural change. In this case, a school leader faced with race-based discipline disparities attempts to challenge this nationwide trend by bringing in a local organization to conduct restorative justice facilitation and reduce the school’s out-of-school suspension numbers. This proves to be challenging due to the systems that existed prior to this change and her difficulties in getting buy-in from her staff. This case may be used in leadership preparation courses as an example of the complexity and considerations involved when implementing restorative justice as an alternative discipline strategy.

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High School Teachers’ Perceptions of Restorative Discipline Practices

Cited by 18 publications

References 26 publications

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Awareness and Practice of Public School Core Values among Junior High School Students

Disciplinary Dissent: The Troubled Implementation of a Restorative Justice Program at E.C. Johnson High School

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