A comparative analysis of teachers' and students' perceptions of behaviors that lead to school violence

he purpose of this study was to examine teachers' and students' perceptions of behaviors that lead to violence in Georgia high schools, and to determine the degree of congruency between the two sets of perceptions.;The target population for this study was high school teachers and students in the Central Savannah River Area of Georgia. The data are presented in two parts: descriptive data and comparative data, accompanied by tables. The data was extracted from teachers' and students' responses to community and home environment items, peer influence items, and school environment items.;The study tested two null hypotheses: Ho: 1. There is no significant difference in teachers' and students' perceptions of behaviors that lead to violence in high school. Ho:2. There are no significant differences in teachers' and students' perceptions of behaviors that lead to violence in high schools according to gender, race, and location of school.;The t-test procedure was used to compare the difference between teachers' and students' perceptions of behaviors in the community/home environment, peer influence, and the school environment. The results of the t-test procedure revealed statistically significant differences between teachers' and students' perceptions of behaviors that lead to school violence for community/home environment (;Hypothesis 2 predicted no significant differences in teachers' and students' perceptions of behaviors that lead to violence in high schools according to gender, race, and location of school. The t-test procedure yielded significant differences between female and male teachers' perceptions for community and home environment ;The findings for female and male students revealed significant differences between their perceptions of peer influence (p =.011), school environment (p =.001), and combined categories (p =.010). The findings for race showed significant differences for school environment...