Date of Award
7-1-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Julie McCann, Ph.D.
Third Advisor
Michael Hollis, Ph.D.
Abstract
School bus drivers play a critical role in the student learning experience. School bus drivers are the first and last persons to interface with students and face many obstacles while transporting them. The purpose of this qualitative case study was to explore how school bus drivers perceive their experiences with student behavior, discipline, and collaboration with campus administration. Bandura’s (1977) social learning theory and Vygotsky’s (1978) sociocultural learning theory provided the theoretical frameworks for this study. Sociocultural learning theory supports school bus drivers taking the steps to set behavior goals, expectations, and reinforcement systems. Sociocultural learning theory also supports the notion that ultimately the learner’s role is to receive and follow the authority figure’s instructions. The data collection process included collected a variety of information through semistructured interviews, focus groups, and observations. The research question that guided this study was: How do school bus drivers perceive their experiences with student behavior, discipline, and collaboration with campus administration? During analysis common patterns emerged, school bus drivers must ensure their own behavior management success. School bus drivers believe safety is a number one priority. In contrast, lack of communication and training was evident from the school bus driver and campus administration perceptions. The findings in this study provided key insights on the overall experiences and perceptions of school bus drivers. Recognizing their voice on important matters related student management and communication with campus administration.