Principal Beliefs Predict Responses to Individual Students’ Misbehavior

National policies have targeted widespread exclusionary discipline in schools which is associated with negative academic outcomes. Principals play an important role in making disciplinary decisions, yet little is understood about how their mindsets might impact these decisions. We hypothesized that...

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Bibliographic Details
Published in:Educational researcher 2023-06, Vol.52 (5), p.315-319
Main Authors: Ferguson, Z. E., Jarvis, Shoshana N., Antonoplis, Stephen, Okonofua, Jason A.
Format: Article
Language:English
Subjects:
Administrator Attitudes
Attitudes
Behavior Problems
Beliefs
Discipline
Educational psychology
Elementary Schools
Expulsion
Geographic Regions
High Schools
Individual Characteristics
Middle Schools
Prevention
Principals
Racial Differences
School discipline
School principals
Student Behavior
Suspension
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Summary:National policies have targeted widespread exclusionary discipline in schools which is associated with negative academic outcomes. Principals play an important role in making disciplinary decisions, yet little is understood about how their mindsets might impact these decisions. We hypothesized that principals’ mindsets regarding the purpose of discipline (exclusion vs. prevention) would predict their responses to misbehavior. In a random, nationwide sample (N = 234), principals responded to misbehavior by a hypothetical Black or White student. Exclusion beliefs predicted more severe discipline, whereas prevention beliefs predicted greater endorsement of referring the student to a school counselor. Principal mindsets also predicted exclusionary discipline in real-world contexts.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X231158389