A Qualitative Study of Educator Perceptions On the Implementation of Restorative Practices

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2025

Abstract

This research explores how teachers and administrators perceive restorative practices as a substitute for traditional disciplinary approaches in schools. Using qualitative semi-structured interviews, this study investigates educators’ perspectives on the effectiveness, challenges, and influence of restorative practices on school climate, student behavior, and classroom management. The study reveals that although many teachers and administrators recognize the potential of restorative practices to enhance student-teacher relationships and decrease disciplinary incidents, perspectives differ significantly depending on factors such as training, administrative backing, and the overall school culture. Some educators expressed concerns over time constraints and the perceived leniency of restorative approaches, highlighting a need for additional training and resources. The study concludes that stakeholder buy-in, consistent implementation, and strong support from school leadership are essential for the successful adoption of restorative practices. These findings contribute to the growing body of research on restorative justice in schools, emphasizing critical areas for improving professional development and institutional support to foster a more inclusive and positive school environment. Practical implications include embedding restorative practices into daily routines such as advisory periods, integrating conflict-resolution circles into classroom management strategies, and allocating structured time within the school day for relationship-building activities.

Advisor

Peter Williams

Subject Categories

Education

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