Date
4-29-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Vonda Beavers
Keywords
Misbehavior, lived experiences, teachers, administrators, legal, teacher well-being, context, attrition, burnout, strategies, interventions, teacher-student relationships, support, climate, environment, zero tolerance, legal implications, IDEA, Section 504, legal consciousness, Bandura, Bronfenbrenner
Disciplines
Education | Educational Leadership
Recommended Citation
Cox, Mary C., "Student Misbehavior and the Lived Experiences of School Administrators and Teachers: Legal Challenges and Policy Implementation in a Georgia School District: A Phenomenological Inquiry" (2026). Doctoral Dissertations and Projects. 8201.
https://digitalcommons.liberty.edu/doctoral/8201
Abstract
The purpose of this phenomenological study was to understand the lived experiences of school administrators and teachers in managing student misbehavior along with the legal challenges and policy implications in a Georgia school district. The theory guiding this study was Bandura’s social cognitive theory, as it provided a framework for examining how school administrators and teachers’ self-efficacy influences their perception, interpretation, and response to student misbehavior in the classroom. This theoretical lens was integral to exploring the dynamic interaction between personal beliefs, environmental factors, and behavioral outcomes. The central research question for this study was: What are the lived experiences of school administrators and teachers in a Georgia school district as they navigate legal policies and challenges related to misbehavior? This study employed a transcendental phenomenological design to capture and describe the shared essence of participants’ experiences. The participants consisted of educators including an assistant principal and teachers selected through purposive sampling. Data were collected through semi-structured individual interviews, focus groups, and the analysis of relevant documents, all conducted within a Georgia school district. The data analysis followed Moustakas’ method, emphasizing the researcher’s application of epoché to set aside preconceptions and identify invariant themes that encapsulate the phenomenon under study. The findings suggested that student misbehavior is experienced as a persistent and multifaceted professional challenge influenced by shifting social contexts, emotional and developmental factors, and evolving legal expectations.
