Abstract
Purpose: This qualitative transcendental phenomenological study explored how high school teachers perceive their role in influencing student discipline through classroom management, teacher-student relationships, and schoolwide systems.
Theoretical Framework: Guided by Albert Bandura’s Social Learning Theory (1977), this study examined how teacher behaviors, relationships, and system practices shape student discipline through modeling and reinforcement.
Methodology: A qualitative transcendental phenomenological design (Moustakas, 1994) was used. Seven high school teachers from a large California district participated in semi-structured interviews. Data were analyzed using horizontalization, clustering of meaning units, and synthesis of textural and structural descriptions.
Findings and Conclusions: Three themes emerged: Behavioral Structuring, Relational Discipline, and Perceptions of Discipline Systems. Discipline was described as ongoing instructional work requiring clear routines, emotional regulation, and respectful correction. Teachers noted that system credibility depends on consistent follow-through, administrative responsiveness, and implementation support. When coherence was weak, teachers compensated with stronger routines and increased relational effort.
Recommendations: Improving discipline requires coherent adult alignment, professional learning that integrates routines with culturally responsive practices, and system-level supports that strengthen implementation and trust.