Date of Conferral
2022
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Cathryn Walker
Abstract
The problem investigated by this study is that professional development (PD) provided for educators had not prepared them to implement behavior interventions and positive behavior interventions and supports (PBIS) to meet classroom management and students’ needs. This basic qualitative study was conducted to investigate the experiences of high school educators, who implemented behavior interventions and PBIS at the exemplar sample site, and to identify the supports, advantages, and barriers they encountered. Using Glasser’s choice and Skinner’s operant conditioning theories, research questions focused on educators’ perceptions and experiences with PD to identify the supports, advantages, and barriers at the exemplar site in order to facilitate PBIS implementation at the study site. An appreciative inquiry approach was used to select an exemplar site that had successfully implemented PBIS. Interviews of 12 purposefully sampled educators who taught, managed, or supervised 9th or 10th grade students at the exemplar site were conducted. Qualitative analysis was conducted using a priori and open coding. Educators’ perspectives were synthesized into four themes that PBIS PD is supported by PD designs that include varied delivery options, administrators’ leadership, educators’ skills development, and that barriers are buy-in, strategy development, and collaboration time. The resultant PD project contributes to positive social change by implementing PBIS, developing educators’ skills to manage students’ behaviors and increasing students’ learning opportunities.
Recommended Citation
Henley, Daniel Thomas, "High School Educators' Perceptions of Professional Development Needs for Implementation of Positive Behavioral Interventions and Supports" (2022). Walden Dissertations and Doctoral Studies. 13416.
https://scholarworks.waldenu.edu/dissertations/13416
