Date of Conferral

12-3-2025

Date of Award

December 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy White

Abstract

Student disruptive behaviors are a growing problem affecting schools and teachers. Positive Behavioral Intervention and Support (PBIS) is designed to help educators reduce disruptive students. The problem at a southeastern primary school was, despite implementing PBIS, teachers were concerned the model was ineffective in terms of managing students’ disruptive behaviors. Framed using the PBIS model by Sugai and Horner, the purpose of this qualitative study was to examine teachers’ perceptions regarding implementing the PBIS model for behavior modification and what was needed to improve the program. Data were collected from 11 primary school teachers in grades K-3 using semistructured interviews. An open coding process was used to analyze interviews and develop four themes: Teachers reported that the current implementation of PBIS is not generally effective; their use of PBIS to manage behaviors was inconsistent; there was a need for both individual and school-wide personal and professional support, and they required materials to implement PBIS fully. A white paper was developed with recommendations for the improved implementation of PBIS, and the support teachers need to better implement this model. The project may encourage positive social change if the recommendations are implemented, addressing factors hindering PBIS and providing school leaders with insights regarding improving the implementation of PBIS within their schools. Improving PBIS implementation may lead to less disruptive behaviors, more time spent on task learning and improved academic and social outcomes for young learners. In the broader education community, when disruptive behaviors are curbed, learning is improved, and students also learn soft skills such as self-management and self-control, which prepares them for success in school and life.

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