Publication Date


Document Type


First Advisor

Frey, Sherman H.||Nesbitt, William O.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


Problem children--Education; School discipline


The purposes of this study are: 1. To identify the kinds of disciplinary problems that exist in the high schools of DeKalb and Kane counties of northern Illinois; 2. To identify the procedures most frequently and effectively used in handling disciplinary problems; 3. To identify the most frequent and effective relationships existing between teachers and principals with respect to the resolution of disciplinary problems; 4. To determine what importance principals and teachers attach to student control in determining the job success of teachers. The procedure used in the study for gathering data was by personally interviewing twenty principals and one hundred high school teachers using a structured interview instrument. The instrument gave discipline problems, treatments, and estimates of success of treatments used. The methods of treating the data for deriving general conclusions was through the use of tables. Tables described the successfulness or unsuccessfulness of forms and treatments of misbehavior. Written descriptions followed the tables. A comparison was made of the treatment of discipline problems encountered by teachers and principals and the effectiveness of treatment. Within the limitations of this study, the following general conclusions were drawn: In the majority of cases teachers and principals resorted to punitive measures in dealing with behavioral problems even though they expressed satisfaction toward constructive methods of discipline and dissatisfaction with punitive measures as effective ways of resolving these problems. Discipline problems such as disobeying a teacher, delinquency with school work, fighting in school, and being dishonest were the most common in the schools. Very little discrimination was shown on the part of teachers and principals In fitting treatments to problems. Generally the same methods of discipline were employed regardless of the nature or origin of the behavioral incident. These methods were usually of the following nature: Detention, censure, or taking away a freedom or privilege. Successful and unsuccessful methods of treating problems were communicated in a reciprocal fashion by principal and teachers in each school. A good communication network of personal conferences was well established in all schools. The most effective and frequently used means of communication by teachers and principals were personal conference and written statements. Of the two, personal conference was the most successfully used means of communication. There was a discrepancy between teachers and principals about the importance of student control in the job success of a teacher. Teachers ranked the ability to control student behavior as last in affecting their job success, while principals believed it was a combination of several factors as well as student control which made for success in teaching. The most important factor in the job success of teaching according to teachers was planning and methods of instruction. Principals considered scholarship and education the most important factor in the job success of teachers.


Includes bibliographical references.


viii, 73 pages, 14 unnumbered pages




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