Reducing exclusion from secondary schools : the role of teacher efficacy and student-teacher relationships

Abstract

This thesis explores ways in which exclusions from mainstream secondary schools might be reduced. It contains four chapters: a systematic literature review, a critical consideration of the methodology and ethics, an empirical research project, and a reflective synthesis, which outlines the personal and professional implications of the thesis. Chapter 1: The systematic literature review explores the effectiveness of school-wide interventions in reducing disciplinary exclusion from mainstream secondary schools. Five key papers were analysed, and findings suggest that school wide interventions may contribute to a reduction in exclusions in mainstream secondary schools, however the evidence is not clear. Implications were discussed, which underpin the focus for the subsequent empirical project. This paper is written in the style of the nominated journal: Educational and Child Psychology. Chapter 2: This chapter outlines the link between the systematic literature review and the empirical research project. It discusses the rationale for chosen methodology, methods, and analysis. Ethical considerations are also explored. Chapter 3: The empirical report explores the role of student-teacher relationships in teacher collective efficacy and the management of difficult behaviour. A two-phase sequential mixed methods design was utilised and teachers from four mainstream secondary schools in North East England participated. Firstly, a questionnaire was used to ascertain teachers’ Collective Efficacy (CE) beliefs. Secondly, semi-structured interviews with ten teachers were conducted, with both high and low CE. The interviews were analysed using inductive thematic analysis. Findings are discussed in relation to how student-teacher relationships might influence teachers’ beliefs about CE and their views about how they respond to and manage difficult behaviour. Limitations and implications for practice and further research are also discussed. This paper is written in the style of the nominated journal: British Journal of Educational Psychology. Chapter 4: This chapter provides a reflective synthesis about what I have learned during the research process and the implications of this for myself and others. It offers an opportunity to consider how the research has influenced my thinking and future practice. It also considers the implications for further research and wider practice.