Home
Resource
An exploratory study of school staffs’ perceptions of efficacy in implementing restorative practices
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(308.24 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Barone, Christina M.. An exploratory study of school staffs’ perceptions of efficacy in implementing restorative practices. Retrieved from https://doi.org/doi:10.7282/t3-q2j5-wy09

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleAn exploratory study of school staffs’ perceptions of efficacy in implementing restorative practices
NameBarone, Christina M. (author); Gregory, Anne (chair); Kelly, Shalonda (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2022
Other Date2022-10 (degree)
SubjectPsychology, Restorative justice in schools
Extent65 pages
DescriptionRacial disparities in school discipline have been documented in research largely as a result of punitive zero-tolerance policies. School districts have begun to shift toward less punitive means of disciplining students through their use of various district-wide Social Emotional Learning (SEL) programs and Restorative Practices (RP). While the field of Implementation Science has established key components for implementing innovations, little is known about factors affecting implementation of RP in schools. The current study addresses this gap in knowledge. This dissertation analyzed survey data from 90 staff members employed in three schools located in an urban Northeastern U.S. school district. The current study examined the relationship between self-reported RP efficacy, perceived sense of community, and the use of RP strategies by staff members. It also explored implementer characteristics and their association with RP efficacy, including years employed, staff role, and grade level taught. Using multiple linear regression with survey data from all three schools, the study found the following: Contrary to the hypothesis, Instructional Support staff members reported feeling more efficacious in RP relative to Teachers/Instructional Specialists. As hypothesized, RP efficacy was a significant predictor of RP use. However, there was no significant relationship between RP efficacy and number of restorative circles facilitated. Sense of community did not moderate the relationship between RP efficacy and RP use/number of circles. Findings offer implications for addressing sense of efficacy during RP training including providing adequate supports for staff members and identifying individual and contextual characteristics to target for support.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-q2j5-wy09
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024