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A correlational analysis of middle school referral data and teacher experience/certification
Thesis   Open access

A correlational analysis of middle school referral data and teacher experience/certification

Cameron M. Ashbaugh
Master of Science (M.S.), Drexel University
07 Jun 2020
DOI:
https://doi.org/10.17918/00000109
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Abstract

Educational leadership Student adjustment--Evaluation Teachers--Training of Middle School Education
The transition process from elementary to middle school can be difficult - for students and teachers. As a result, teachers are responsible for assisting with this transition through their classroom management practices. Many middle school teachers hold varying degrees, certifications, and levels of experience at the middle school level including elementary, middle, and secondary. The purpose of this correlational study was to find any links between middle school classroom teacher background, experience, and certifications and the number of referrals written. Quantitative data was compiled and statistically analyzed with t-tests, analysis of variance (ANOVA), and chi-square tests for any correlations between certifications, years of experience overall, in middle school, and in elementary school, as well as elementary experience prior to middle school experience. Only one significant finding appeared through the data - teachers with elementary certifications were less likely to write classroom-based referrals. Implications for further research regarding teacher training and awareness are stated with a focus around elementary based trainings and experience. Recommendations include studies revolving around middle school classroom management techniques and strategies.

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