Teacher Efficacy and Classroom Management: A Quantitative Study of North Carolina Teachers’ Openness to Receive Coaching as a Means to Reduce Reliance on Exclusionary Discipline.

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dc.contributor.advisorMichael Ward, Co-Chair
dc.contributor.advisorBonnie Fusarelli, Co-Chair
dc.contributor.advisorTimothy Drake, Member
dc.contributor.advisorJennifer Ayscue, Member
dc.contributor.authorAltemose, Melissa
dc.date.accepted2023-08-29
dc.date.accessioned2023-08-30T12:30:16Z
dc.date.available2023-08-30T12:30:16Z
dc.date.defense2023-08-18
dc.date.issued2023-08-18
dc.date.released2023-08-30
dc.date.reviewed2023-08-25
dc.date.submitted2023-08-22
dc.degree.disciplineEducational Adm & Supervision
dc.degree.leveldissertation
dc.degree.nameDoctor of Education
dc.identifier.otherdeg35223
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/41292
dc.titleTeacher Efficacy and Classroom Management: A Quantitative Study of North Carolina Teachers’ Openness to Receive Coaching as a Means to Reduce Reliance on Exclusionary Discipline.

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