Abstract:
School rules and policies are a major concern for educators, administrative
personnel, teachers, and even students. Rules contribute to improve school
effectiveness. This study elicited the views of stakeholders about the effects of rules on
students' behavior and academic performance. The study was conducted in a private
religious Lebanese school. The participants were 103 elementary students from grades
4, 5, and 6, 12 teachers, the school principal, counselor, and the Head of cycle. The
instruments used included focus group interviews with students, semi-structured
interviews with teachers, and observations using tally sheets, descriptive anecdotal table
records, and journal entry records. The students' discipline records, report cards, and the
school handbook were reviewed. The findings revealed that rules and policies are not
only constructed to control students; but are perceived as important factors for
improving students' academic achievement and alter students' inappropriate behavior.
Recommendations for future research are included.
