Date of Conferral

2023

Degree

Ph.D.

School

Psychology

Advisor

James Brown

Abstract

Research supports that teacher self-efficacy beliefs influence instructional behaviors and the implementation of educational programs. Bandura, based on his social cognitive theory, described teacher self-efficacy beliefs as strong self-regulating factors that influence individual instructional practices. However, there is a lack of empirical information about the influence of these factors on implementation of school-wide positive behavioral interventions and supports (SWPBIS) programs to address student behaviors. The purpose of this quantitative study was to investigate the relationship between teacher self-efficacy beliefs and perceptions about the implementation of a SWPBIS program, and student outcomes. The research questions concerned whether teacher self-efficacy beliefs were predictive of (a) implementation of SWPBIS and (b) student behavior outcomes. Multiple linear regression analysis was used to analyze survey responses from 54 teachers who worked at three local school districts. The surveys used were the Teachers' Sense of Efficacy Scale and the Effective Behavior Support Self-Assessment Survey. Office discipline referrals (ODRs) were used to measure student behavioral outcomes. The results indicated that teacher self-efficacy beliefs, personal teacher efficacy and general teacher efficacy, did not predict perceptions of SWPBIS implementation with statistical significance. Also, no significant relationship was found between teacher self-efficacy beliefs and ODRs. Despite the non-significant results, teacher self-efficacy beliefs are demonstrated to be important for instructional practices. Further research may promote positive social change for students through the development of effective plans for sustained program implementation in education

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