Teachers’ Perceptions of the Effects of Positive Behavioral Interventions and Support in an Urban Public School System: A Mixed Methods Study
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Authors
Merisme, Guerlene M.
Issue Date
2019-05
Type
Dissertation
Language
en_US
Keywords
Classroom management , Dissertations, Academic--United States , Special Education Programs (U.S.). Technical Assistance Center on Positive Behavioral Interventions & Supports , Teacher effectiveness
Alternative Title
Abstract
The purpose of this study was to investigate the perceptions of teachers on the effects of Positive Behavior Interventions and Supports (PBIS) implementation on their sense of efficacy in classroom management in a large urban district. Data was collected in two phases through an explanatory sequential design for mixed methods. Phase one of the study involved collection of quantitative data through discipline data and survey instruments. Discipline data showed differences in school suspension rates for students in PBIS schools in the district. The Teacher Sense of Efficacy Scale (TSES) from Tschannen-Moran and Hoy (2001) and the researcher’s PBIS and Classroom Management Efficacy Perception Survey (PBIS & CMEPS) were used to collect data on teacher perceptions. There was a positive correlation and a significant relationship between the results of the TSES and the PBIS & CMEPS. Phase two incorporated qualitative data collection through interviews with teachers from one Title I school in the district where PBIS was implemented, yet teachers and administrators were not able k maintain a downward trend in school suspensions throughout the years of PBIS implementation. Results of the study indicate the teachers in this district have a high sense of efficacy in classroom management and believe PBIS implementation has a positive effect on their efficacy in this area. Recommendations from this study include using stakeholder perceptions for continuous improvement of PBIS implementation that will lead to increased student achievement as a result of well-managed classroom behaviors of difficult students.
Keyword 1: Classroom Management
Keyword 2: PBIS
Keyword 3: Positive Behavior Interventions and Support
Keyword 4: Teacher Efficacy
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.