Primary Advisor/Dissertation Chair
Dr. Barbara Swanson
Secondary Advisor/Reader One
Dr. Lisa Daniels
Dr. John Hall
This mixed method study utilized grounded theory analysis through the use of survey and interview to research how teachers describe the impact of false accusations by students and parents. The study focused on survey results as well as interviews of a selection of teachers and administrators from various levels, rural, suburban, urban areas and disciplines of education. The concepts that emerged from the data illustrated the impact of false accusations on teachers with regard to their emotional and physical health, teaching practice, relationship with administrator(s), and relationships with students and parents. The data also indicate the need for increased training and support for teachers and administrators in dealing with difficult situations and conflict resolution.
Leadership, Parent Involvement, Reflective Practice, Teachers/ Teaching
de Leon, Elizabeth, "Teachers’ Descriptions Of The Impact Of False Accusations By Students And Parents" (2017). School of Education Student Capstone Theses and Dissertations. 4329.