Publication Date


Document Type


First Advisor

Tink, Albert K.||McDowell, Dale

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

College of Education


Deans (Education); School discipline


It was the purpose of this study to determine the role of the Dean of Boys as a disciplinarian, and at the same time to classify as perceived by the dean the various types of behavior and methods of discipline most often a part of his adjudicational responsibility. The writer's assumptions were that the study would find (l) that the Dean of Boys would have sufficient cases to rank the listed types of behavior according to frequency; (2) that refined methods have been formulated to apply to each behavioral pattern group; (3) that both the behavior pattern groups assigned to the dean and the method of discipline associated with the behavior groups will differ when a comparison is made between high schools of ranked size as small, medium, and large. The related literature was examined in an attempt to define the dean's role ae a disciplinarian and how it is perceived by others in the school setting. It also provided Material for structuring the questionnaire. A questionnaire study was made of one hundred and twenty high school deans (outside the city of Chicago) in what is considered the down-stats area of Illinois. The schools employing the deans were selected according to enrollment and ranked in three groups of forty as Mall (under 1,000) high schools, Medina (1,000 to under 2,000} high schools, end largo (2,000 and over) high schools. The response was as follows) (1) eighteen small high schools (45.0 per cent), (2) twenty-six medium high schools (62.5 per cent), and (3) twenty-nine large high schools (72.5 per cant). The total number of schools reporting was seventy-three (60.83 par cent). The study attempted to find how the deans perceived the types of behavior confronting then and the methods of discipline involved while fulfilling his adjudicational responsibility. The deans who participated In the study were given a list of twenty types of misbehavior, and asked to use the numbers one (1) through twenty (20) to rank the various typos of behavior according to frequency of occurrence. They ware alto given a list of seven popularly used methods of discipline ranging in severity from (1) student conference through (7) expulsion and asked to indicate by the use of the symbols, (P) principal, (D) dean, (T) teacher, (C) counselor, and (TC) teacher and counselor, both the method of discipline and the persons with school titles most often employing the various methods of discipline. Generally the deans agreed that all three classified groups of high schools ranked according to frequency "failure to do homework and other assignments,” "truancy," and impertinence and discourtesy to teachers" as the types of behavior commonly involving the high school dean. The classified school groups were also in complete agreement while ranking the "use of narcotics" and "physical violence against teachers" as behavior problems least encountered by high school personnel. There was also considerable agreement among the deans while indicating both the method of discipline and the persons of school titles associated with each type of behavior. It was found that the deans were ale to rank according to frequency the various types of misbehavior listed. Considerable agreement was found among the deans reporting as to the methods of discipline assigned to each of the various types of misbehavior indicating that refined methods of discipline have been formulated to apply to each behavior group. It was also found that neither the types of behavior assigned to the dean nor the methods of discipline assigned by the dean differed when a comparison was made between high schools of ranked size as small, medium, or large.


Includes bibliographical references.


x, 67 pages




Northern Illinois University

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