Date of Conferral

1-22-2026

Date of Award

January 2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

The problem that was addressed through this study is that the implementation of positive behavior interventions and supports (PBIS) has not resulted in a consistent reduction in the use of out-of-school suspensions as a disciplinary consequence in K–8 schools in a Southeastern U.S. school district. Grounded in Horner and Sugai’s PBIS, the purpose of this qualitative study was to explore K–8 school administrators’ perceptions of their implementation of PBIS in a Southeastern U.S. school district. For this basic qualitative design, semistructured interviews were conducted with three principals and three assistant principals in the local school district. Thematic analysis using inductive coding revealed five themes: (a) the level of training provided to principal and assistant principals was inconsistent; (b) the different challenges administrators faced implementing PBIS on their school campus; (c) the different approaches administrators used to discipline students; (d) the effect PBIS had on out-of-school suspensions; and (e) the need for district-wide training to improve PBIS implementation. Results indicated that the study district should provide professional development to school administrators to address the inconsistent implementation of PBIS in their schools. Based on these results, a 3-day professional development program was developed for school administrators. This study may promote positive social change by enabling school administrators to better manage student behavior while teachers and students concentrate on teaching and learning.

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