Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts.
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| Title: | Discipline, Development and Pedagogy: A Case Study on the Structuring of School and Classroom Rules in Various Educational Contexts. |
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| Authors: | Tunçer Günay, Emine1 (AUTHOR) tuncergunayemine@gmail.com, Doğan, Soner1 (AUTHOR) |
| Source: | Preventing School Failure. 2026, Vol. 70 Issue 3, p167-175. 9p. |
| Subject Terms: | *School rules & regulations, *Student development, *Social emotional learning, *Self-efficacy in students, *Teaching methods, *Classroom management, *Teacher attitudes, Procedural justice |
| Geographic Terms: | Türkiye |
| Abstract: | This study investigates how experienced teachers and school administrators across various educational levels in Türkiye perceive school and classroom rules, focusing on their role in fostering safe, structured, and developmentally appropriate learning environments. Using a qualitative case study approach, data were gathered from 30 teachers and 9 school administrators through semi-structured interviews. Findings show that rules are not solely disciplinary but serve as pedagogical tools fostering responsibility, social cohesion, and academic engagement. Notably, the perceived importance and consistency of rules decrease in higher educational levels, reflecting adolescents' increased desire for autonomy and resistance to authority. Participants highlighted the need for positively framed observable behavior-oriented rules and stressed student involvement in rule-setting processes. Drawing on theories of social-emotional learning, procedural justice, and moral development, the study underscores the importance of tailoring rule systems to students' developmental stages. A developmental rule matrix was developed, mapping behavioral expectations across school levels to relevant theoretical frameworks. The study concludes that rule effectiveness is strengthened through democratic participation, developmental sensitivity, and transparent implementation. Implications are offered for educators and policymakers aiming to create inclusive and supportive school environments that balance academic rigor with social-emotional development. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates how experienced teachers and school administrators across various educational levels in Türkiye perceive school and classroom rules, focusing on their role in fostering safe, structured, and developmentally appropriate learning environments. Using a qualitative case study approach, data were gathered from 30 teachers and 9 school administrators through semi-structured interviews. Findings show that rules are not solely disciplinary but serve as pedagogical tools fostering responsibility, social cohesion, and academic engagement. Notably, the perceived importance and consistency of rules decrease in higher educational levels, reflecting adolescents' increased desire for autonomy and resistance to authority. Participants highlighted the need for positively framed observable behavior-oriented rules and stressed student involvement in rule-setting processes. Drawing on theories of social-emotional learning, procedural justice, and moral development, the study underscores the importance of tailoring rule systems to students' developmental stages. A developmental rule matrix was developed, mapping behavioral expectations across school levels to relevant theoretical frameworks. The study concludes that rule effectiveness is strengthened through democratic participation, developmental sensitivity, and transparent implementation. Implications are offered for educators and policymakers aiming to create inclusive and supportive school environments that balance academic rigor with social-emotional development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2026.2648288 |
