Date of Conferral
10-26-2026
Date of Award
October 2026
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Dr. Brandon Fox
Abstract
The problem addressed in this study was that K–12 teachers face challenges implementing Positive Behavioral Interventions and Supports (PBIS) Tier 1. Mezirow’s transformative learning theory served as the conceptual framework. The purpose of this basic qualitative study was to explore K–12 teachers’ perceptions of their challenges implementing PBIS Tier 1. Using a basic qualitative design, semistructured interviews were conducted with 10 certified K–12 classroom teachers who had 5–29 years of teaching experience and 2–20 years of PBIS experience. Through inductive reflexive thematic analysis, the following four themes emerged: Teachers noted (a) that consistent schoolwide expectations and staff participation were necessary for effective implementation; (b) their balancing of PBIS Tier 1 with their existing beliefs and professional practices; (c) time, training, technology, and organizational follow-through affected implementation fidelity; and (d) rewards did not work equally well for every student, which required them to rely on relationships and individualized support. The findings showed that fidelity depended on coordinated school support and teachers’ ability to adjust PBIS Tier 1 to classroom and student needs. The results may support positive social change by helping school leaders and PBIS teams strengthen shared expectations, provide ongoing training, improve implementation systems, and support teacher judgment. These changes may promote more consistent and responsive behavioral support for students.
Recommended Citation
Harper-Tarrant, Shawn, "K–12 Schools’ Perceptions of PBIS Implementation Challenges" (2026). Walden Dissertations and Doctoral Studies. 20956.
https://scholarworks.waldenu.edu/dissertations/20956
