Restorative practices implementation: The experiences, beliefs, and perceptions of staff at an urban charter high school, 2020

Atlanta University and Clark Atlanta University Theses and Dissertations
Restorative practices implementation: The experiences, beliefs, and perceptions of staff at an urban charter high school, 2020
Glover, Desiree I.
Contributor to Resource:
Hill, Barbara
Date of Original:
Degrees, Academic
Dissertations, Academic
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
The purpose of this mixed-methods study was to explore high school staff perceptions of self-efficacy, administrative support and value after a 3-year school-wide implementation of restorative practices. Statistical correlation and narratives provided a greater understanding of the research problem (Creswell, 2012). A mixed-methods approach was the most appropriate research design for this study due to the nature of the information being collected. Data collection drew from several sources, such as questionnaires and a semi-structured focus group interview of 11 teachers, counselors, and support staff to create a framework of how high school staff perceive their self-efficacy and administrative support in adopting restorative practices as well as the overall value of using restorative practices as a student behavior management tool. The study was conducted in an urban charter school in Georgia. Participants in the study were high school staff that worked at the research site for at least one year during the school-wide implementation initiative and attended a related professional development session during that time. The sample included both male and female staff with varying years of service who were either teachers of various subject areas, school counselors, or other support staff. The research site is located in an urban community and is a Title 1 school in which 100% of students qualify for free or reduced lunch. After examining the variables, several of the survey participants on the questionnaire, 61%, reported that they had integrated restorative circles and 69% reported having integrated other restorative elements into their interactions with students. The researcher concluded that fewer than 28% of staff felt supported by administrators during implementation. The research identified this variable as an area for future research and believes through further examination will present results that will be significant indicators for level of adoption of restorative practices.
Date of award: 2020-05
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Hill, Barbara
Metadata URL:
Holding Institution:
Clark Atlanta University
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