Date of Graduation

12-2018

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Ed Bengtson

Committee Member

Kara Lasater

Second Committee Member

Marcia Smith

Keywords

Campus Climate, Implementation, Instructional Leadership, Restorative Justice, Restorative Practices

Abstract

The purpose of this mixed methods study was to examine the implementation of Restorative Justice in an urban central California high school through the lens of administrators, and teacher perceptions of agency, campus climate, and impact of the implementation. The participating school in this study defined their implementation of Restorative Justice as Restorative Practices. The Quality Implementation Framework (Durlak, Meyers, & Wandersman, 2012) guided the development of the literature review and created the framework for the study. This mixed-methods sequential explanatory study examined the relationship between teacher perceptions of agency, school climate, and the implementation of Restorative Practices. Teachers at the participating school completed a survey to measure perceptions of agency, campus climate, and the implementation of Restorative Practices. Additionally, the study included interviews with the principal, Restorative Practices Counselor, and ten teachers. Correlations were used to determine the relationship of teacher perceptions of agency to their perceptions of campus climate and Restorative Practices implementation. Correlations revealed a strong relationship between teacher perceptions of agency and campus climate. Additionally, correlations revealed a strong relationship between teacher perceptions of agency and Restorative Practices implementation. Teacher interviews revealed that perceptions of Restorative Practices on campus remained consistent over the three years between implementation and the time of the study. Data from the ten teacher interviews suggested that greater than 50% of all teachers disapproved of the implementation of Restorative Practices. The level of disapproval remained consistent over the past three years. Finally, interviews described the implementation process of Restorative Practices.

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