Year
2026
Season
Spring
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Education
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Committee Chairperson
Dr. David Hoppey
Second Advisor
Dr. Pamela Williamson
Rights Statement
http://rightsstatements.org/vocab/InC/1.0/
Third Advisor
Dr. Rakesh Maurya
Fourth Advisor
Dr. Dione Thomas
Fifth Advisor
Dr. Jamon Flowers
Department Chair
Kristi Sweeney
College Dean
Steve Dittmore
Abstract
This constructivist grounded theory study investigated how school deans interpret and enact disciplinary decision-making within the complex social, organizational, and policy environments of contemporary secondary schools. Despite increasing advocacy for restorative and non-exclusionary disciplinary approaches, exclusionary practices—such as out-of-school suspension—remain prevalent, often contributing to disproportionality and adverse student outcomes. The purpose of this study was to generate a grounded theory explaining how contextual, relational, and structural factors shape deans’ decisions when selecting between exclusionary and restorative responses to student behavior.
Twenty-one deans from secondary schools in north Florida participated in semi-structured interviews. Data collection and analysis followed Charmaz’s (2014) constructivist grounded theory procedures, including initial and focused coding, constant comparison, theoretical sampling, and theoretical coding. Through iterative analysis, three interconnected categories emerged: Interpreted Student Experience, reflecting how deans draw upon empathy, lived experiences, and relational insight to understand behavior; Negotiation with School Structural Boundaries, illustrating how policy mandates, accountability pressures, and consistency requirements shape available choices; and Balancing Perspectives with the Real World, highlighting how deans reconcile ideal disciplinary practices with community expectations, resource limitations, and practical constraints. These categories informed the development of a substantive theory of Relational Discretion Within a System of Structured Guidance, which explains how deans continuously balance empathy, discretion, and accountability as they navigate disciplinary decisions.
Findings reveal that disciplinary decision-making is not a mechanistic application of a code of conduct but a dynamic, situated process influenced by district policy, school culture, personal values, and the sociopolitical demands of families and communities. Implications include the need for district-supported professional learning, clearer policy frameworks that acknowledge relational discretion, and structures that reduce implementation variability. Recommendations for future research include examining cross-role perspectives (teachers, principals, families) and investigating how district-level policy environments shape the discretionary space available to deans.
Suggested Citation
Russ-Porterfield, LaShawn S., "When the why is greater than the what: "Exploring school deans' discipline decision making: A grounded theory investigation into disciplinary practices & policies at the school level"" (2026). UNF Graduate Theses and Dissertations. 1434.
https://digitalcommons.unf.edu/etd/1434
Included in
Accessibility Statement
This item was created or digitized before April 24, 2027, or is a reproduction of legacy material created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the Library provides accessible versions of archival materials by request. If you are experiencing difficulty accessing the information on the site due to a disability, please submit a request through the following form for assistance.