Campus Location

Dallas Campus (Online)

Date of Award


Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Irma Harper

Second Committee Member or Secondary Advisor

Karen Maxwell

Third Committee Member or Committee Reader

Christie Bledsoe


Classroom teachers are responsible for creating an environment where all students are able to receive an optimal educational experience. However, disruptive behavior demonstrated by students in classrooms often makes it more difficult for teachers to provide quality instruction to all students. The purpose of this qualitative case study was to understand the perceptions of veteran teachers related to student disruptive behavior as well as the redirection strategies utilized to decrease the occurrence of such behavior during instructional time. Along with completing an open-ended survey related to strategies used to address disruptive behavior, the veteran teacher participants shared their experiences in a focus group session. The survey data indicated that teachers utilized a variety of strategies to address behavior within their classrooms and schools, such as Class Dojo and Positive Behavioral Interventions and Supports. The focus group interviews revealed that disruptive student behavior reduces instructional time and had an adverse effect on the teaching force. In addition, teachers stated that building relationships, increasing student engagement, and teacher support were beneficial when addressing disruptive behavior. Keywords: behavior, redirection strategies, instructional time

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.



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