Principal Perceptions Related to Implementing Preventative Holistic Self-Regulation Strategies for Students in High Stress Environments.

摘要

There is a continued reluctance among stakeholders within the public school organization to shift from reactive discipline strategies to preventative holistic self-regulation strategies for students demonstrating severe maladaptive behavior on school campuses. Principals, as organizational leaders, have a higher probability for facilitating successful organizational change when they can identify environmental and social influences on organizational behavior. The purpose of this qualitative study was to use Organizational Learning Theory to gain insight into the perceptions of principals to identify ways in which the structural components of the public school organization can support a shift from reactive discipline practices to preventative holistic self-regulation strategies for addressing student behavior in high stress environments. Data were collected using direct observation and interview questions developed in collaboration with a focus group. Analysis of data revealed the organizational culture is structured to implement a system of School Wide Positive Behavior Supports for all students. There was a perception among participants that the current behavior system is not effective for students who demonstrate severe maladaptive behaviors on campus. The finding is significant because it demonstrates the need to explore an organizational change related to how stakeholders address student behavior once it is determined more traditional approaches are ineffective. At the conclusion of the study, each principal communicated a willingness to infuse preventative holistic self-regulation strategies into high stress environments. It is recommended an action research study be conducted as a means to determine the impact such strategies would have on students with a qualifying Emotional Behavioral Disorder.