Teachers’ Perceptions of Positive Behavioral Interventions and Supports Practices in a K–6 Elementary School
Date of Conferral
10-25-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Donald Wattam
Abstract
District administrators at a Midwestern K–6 school were concerned that despite a Positive Behavioral Interventions and Supports (PBIS) framework required by the state department of education, school leaders had continued to experience high rates of discipline referrals. The purpose of this basic qualitative study was to explore the conceptual theory of schoolwide positive behavioral supports, focusing specifically on teachers’ perceptions of the use of the PBIS framework and associated discipline practices as a means for decreasing discipline infractions. The conceptual framework that grounded this study was Sugai and Horner’s theory of schoolwide positive behavioral supports. Ten K–6 elementary school teachers and two administrators were selected using maximal variation sampling and were interviewed using an interview protocol. Participants were asked to provide their perceptions on PBIS discipline practices and what can be done to improve PBIS discipline practices to decrease discipline infractions. Criteria to participate included full-time employment of 3 or more years and experience implementing PBIS. Participant responses were recorded and coded to identify common topics. Data were thematically analyzed, with three themes emerging: consistent implementation of expectations and rules, ongoing training/professional development, and teacher support of praises and rewards. Results indicated that teachers lack general knowledge of PBIS. Teachers who implement PBIS practices are successful in reducing reoccurring incidents; however, problems result because the implementation is not consistent on a schoolwide basis. The results of this project study have the potential to promote social change by providing teachers with specific training on PBIS to decrease problem behaviors and help students succeed academically.
Recommended Citation
Leonard, Kimberly D., "Teachers’ Perceptions of Positive Behavioral Interventions and Supports Practices in a K–6 Elementary School" (2023). Walden Dissertations and Doctoral Studies. 15010.
https://scholarworks.waldenu.edu/dissertations/15010
