Abstract
Purpose. The first purpose of this study was to measure the degree of perceived preparedness of continuation school teachers, other support staff, and principals to respond to an act of (a) battery, (b) assault with a deadly weapon, (c) robbery/extortion, (d) sex offenses, and (e) possession of a weapon on a continuation school campus. The second purpose of this study was to determine if there was a significant difference between the perceived preparedness levels of continuation school teachers, other support staff, and principals to respond to an act of (a) battery, (b) assault with a deadly weapon, (c) robber/extortion, (d) sex offenses and (e) possession of a deadly weapon on a continuation school campus. Methodology. A questionnaire was used to collect the data. The researcher collected data from fourteen continuation schools by administering the questionnaire during staff meetings at the school sites. The questionnaire results were analyzed using independent t-tests. Findings. The teachers at continuation schools perceived themselves to be less prepared to respond to acts of violence at school than other support staff and principals. There was no significant difference in the perceived preparedness of teachers compared to other support staff, nor other support staff when compared to principals. There was, however, a significant difference between the teachers and principals in their perceived preparedness to respond to most acts of violence in the questionnaire. Conclusions. (1) Teachers perceived themselves to be less prepared to respond to acts of violence than other support staff and principals. (2) Compared to principals, teachers perceived themselves to be significantly less prepared to respond to most acts of violence on campus. Recommendations. (1) School districts should support continuation schools with additional support personnel. (2) Principals should include violence prevention and response training in their staff development plans. (3) Teachers should make themselves available to meet the academic and emotional needs of their students so students can meet their goal to graduate.