| Although there is an abundance of research that outlines strategies for responding to behavior and discipline problems, a study by Skiba, Peterson, and Williams discovered that the most widely used responses or consequences are "home suspension, reprimand, and in-school suspension" (as cited by Marzano, 2003, p. 110). While Marzano (2003) concluded that there was not enough studies to determine the effectiveness of such consequences, my review of the literature revealed that such consequences are ineffective for long term change of behaviors, especially for students who have chronic behavior problems (Christie, Jolivette, & Nelson 2004; Atkins, Frazier, Jakobsons, McKay, et al., 2002). This dissertation endeavors to discover how values, such as care, belonging, and connection are better suited to change and promote positive behavior. I used narrative inquiry as a qualitative research method to examine how I, as an elementary school principal, respond to complex issues related to discipline and conflicts that arise from teacher and student interactions.;One of the multiple purposes of this self-study is to illustrate how writing narratives and self-reflection help deepen understanding of experiences by querying diverse perspectives and interpretations (Clandinin & Connelly, 2000). The ultimate goal of this self-study has been to bridge the gap between espoused values about care and belonging and theories-in-use, the habitual punitive responses to conflicts. Findings indicated that while the principal's role includes demonstrating care and insuring that students have a sense of belonging, it is vitally important for the principal to demonstrate those same values through her/his daily interactions with teachers and support staff. This study has implications for new principals and veteran principals who struggle with disciplinary dilemmas involving teachers and students who have chronic behavior problems. |
