A Phenomenology of Elementary Teachers' Perceptions of Alternative Classroom and Behavior Management Strategies to Support Students Impacted by Parental Substance Abuse
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Classroom Management, Behavior Management, Students, Parental Substance Abuse, Elementary Teachers, Behavioral Support
Education | Educational Methods | Elementary Education
Hickman, Heidi M., "A Phenomenology of Elementary Teachers' Perceptions of Alternative Classroom and Behavior Management Strategies to Support Students Impacted by Parental Substance Abuse" (2019). Doctoral Dissertations and Projects. 1983.
The purpose of this transcendental phenomenological study was to understand how elementary (PreK-3) teachers in rural southern Ohio alter their classroom management strategies to offer behavioral support to students impacted by parental substance abuse. The theories that guided this study were: (a) Operant Conditioning (Skinner, 1938), (b) Family Stress Theory (Hill, 1958), (c) Social Learning Theory (Bandura, 1977), and (d) Social Development Theory (Vygotsky, 1978). The central question for this study was what are elementary teachers’ perceptions of how they alter their classroom management strategies to offer behavior support to students impacted by parental substance abuse? A purposeful sampling of 15 teachers from 10 elementary schools in four counties in rural southern Ohio was used for the study. Data was collected by interviews, a focus group, and a questionnaire. Data analysis procedures were conducted based on Moustakas’ (1994) modification of the Stevick-Colaizzi-Keen method.