Date of Award

Fall 12-2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Leadership

Program/Concentration

Higher Education

Committee Director

Alan M. Schwitzer

Committee Member

Dennis Gregory

Committee Member

Catherine Moss

Abstract

Classroom disruption, more recently referred to as civility, changes the in-person classroom experience. This study investigated the impact of gender, race, age, and teaching experience on faculty perceptions of classroom incivility.

Faculty at a large, public institution in the Southeastern United States participated in the research for this study. Hierarchical multiple regression was used to understand the relationship between the demographic variables of the participants and their perception of classroom incivility.

Study findings yielded significant results, with positive relationships between the demographic variables and perception of classroom incivility. Limitations and implications for future research are discussed.

DOI

10.25777/xw5c-j149

ISBN

9798762199223

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