Date of Conferral

3-25-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

The problem that was addressed through this study was that elementary administrators struggle to implement the positive behavioral interventions and supports (PBIS) framework as a school reform model for discipline at a Southern school district (SSD). Grounded in Bandura’s theory on social learning, the purpose of this qualitative study was to explore elementary administrators’ perceptions of their successes, challenges, and recommendations for using the PBIS framework as a school reform model for discipline in the SSD. For this basic qualitative design, semistructured interviews were conducted with 12 administrators that implemented the PBIS framework in their schools. Through thematic analysis using priori, open, and axial coding, the following themes emerged: Administrators deemed consistency, collaboration, teamwork, and positivity as necessary for successful implementation. They further noted that considerations are needed for “outliers”, meaning students that do not respond to the PBIS framework. Administrators suggested the use of a PBIS coach, better funding, strategic planning, and other recommendations. The potential for positive social change includes addressing the needs of elementary administrators, which might increase the fidelity of the implementation and use of the PBIS framework. Consequently, teachers could focus more on classroom instruction with less behavioral interruptions, thereby improving the school climate and culture, allowing for the overall social and academic success of students.

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