Date of Conferral



Doctor of Education (Ed.D.)




Christopher Cale


Teachers and administrators in an urban, suburban, and rural school district on the east coast of the United States faced challenges implementing effective discipline policy interventions to manage student misbehavior. The purpose of this qualitative study was to explore the perceptions of educators about the challenges of implementing discipline policy interventions and the support needed to increase implementation effectiveness. Positive behavioral interventions and supports (PBIS) a three-tiered framework of data, systems, and practices to affect student outcomes was used to guide this study. The research questions were used to elicit educator’s perceptions of the challenges faced and supports needed when implementing interventions in the discipline policy code of conduct effectively. A basic qualitative design was used to capture the insights of 13 purposefully selected educators through semistructured interviews. Themes were identified through open coding. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity, The findings revealed that teachers believe behavioral interventions should be implemented appropriately, but they need training support focused on the code of conduct, accessing available resources and alternative approaches. A policy recommendation was created to provide teachers with intervention strategies to resolve challenges faced by educators. Positive social change may be created through a policy paper that teachers can use for effective strategies to implement for improved student behavioral and academic outcomes.