Discipline is a highly debated topic that is continuously evolving and plays a critical role in schools and how they function. There are many types of discipline that are currently being used in schools. School climate, an equally debated topic, is one of the most important factors related to student achievement and emotional well-being. There is not one agreed-upon definition for school climate, but the one consensus is that it relates to all stakeholders. Student data is often researched but staff members are scarcely included in school climate studies. Even rarer are school climate studies that include students, teachers, and administrators. This quantitative study explores these two vital school constructs by looking at the relationship between perceptions of discipline practices and school climate from the perspectives of students, teachers, and administrators. Subjects from four schools within a suburban district near New York City were administered two surveys to examine the relationship between perceptions of discipline and school climate, and to see if any group differences were apparent. The study yielded a total sample of 592 subjects, consisting of 348 students and 244 staff members. A correlational analysis between measures of perception of discipline and school climate in students yielded a significant moderate positive relationship. An ANOVA analysis revealed a significant main effect of perceptions of discipline and a significant main effect of role in the district when comparing group differences. The results support the hypothesis of perceptions of discipline having a positive relationship with school climate in students, but not in staff. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
