Abstract
The present study determined the extent to which teachers’ fear of litigation limits their disciplinary actions, including any significant differences by period, demographic factors, and item type. Teachers’ perceptions of limitations placed on their disciplinary actions do not substantiate the “paralyzing fear” of litigation that inhibits student discipline, as tort reform organizations claim. Teachers perceive greater limitation for nonintervention in a student fight than for intervention, with significant differences for self and others performing the action. Demographic differences support interpreting findings within context to prevent overgeneralization. Future research should examine other job-embedded scenarios to determine appropriate discipline policies and effective professional development strategies.
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