| This study is the development of a comprehensive, multi-dimensional instrument that allows teachers to discern their preferred discipline style and orientation. Teachers can use that information to select and use discipline techniques that are consistent with their preferred discipline style and thereby present themselves in a more consistent and credible fashion to their students.; There is agreement in the literature (Edwards, 1993; Levin & Nolan, 1991; Prince, 1991; Willower, Eidell, & Hoy, 1967; Wolfgang & Glickman, 1986) that the various discipline approaches available to teachers today can be placed on a continuum that ranges from high teacher control, through shared teacher-student control, to relative student autonomy. However, only abbreviated efforts are in evidence to aid the practitioner in identifying a personal preference in discipline style. There is also agreement in the literature (Wolfgang & Glickman, 1986; Levan & Nolan, 1991; Edwards, 1993; Lasley, 1989; Charles, 1996) that teachers need to find classroom discipline strategies that are consistent with their beliefs, so that they can use those strategies first, whenever the situation allows.; The instrument developed in this study presents twenty one discipline situations, each followed by three responses. One response is framed to represent each of three points on the continuum of discipline strategies (high teacher control, through shared teacher-student control, to relative student autonomy). By selecting their preferred response for each situation, teachers are able to describe their preferred style and orientation to classroom discipline. |
