Beyond the Blueprint: Exploring Elementary Teachers' Experiences with Long-Term PBIS Implementation
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Authors
Sullivan, Chasity
Issue Date
2026-01-06
Type
Dissertation
Language
en_US
Keywords
Early childhood education , Education , Psychology , African American universities and colleges , Sustainability , Teachers , Dissertations, Academic
Alternative Title
Abstract
This basic interpretive qualitative study explored how teachers make meaning of their experiences with long-term implementation of Positive Behavioral Interventions and Supports (PBIS) in a rural elementary school in Georgia. The study aimed to understand how PBIS has influenced teachers’ daily instructional practices, classroom environments, and professional roles over time. Through purposeful sampling, in-depth semi-structured interviews were conducted with eight teachers who had actively participated in PBIS implementation for multiple years. Data were analyzed thematically, guided by an interpretivist framework, to identify recurring patterns and insights within the participants’ narratives. The findings revealed that teachers perceived PBIS as a framework that supported the development of positive relationships, fostered student self-regulation, and provided concrete strategies for proactive classroom management. Additionally, teachers described the challenges and benefits of sustaining PBIS practices within their school and classroom communities amidst varying levels of administrative support, differing teacher mindsets, and inconsistencies in student responsiveness to rewards and consequences. Participants noted that successful implementation relied on balancing proactive strategies with individualized attention, maintaining consistency while allowing for grace, and reflecting continuously on both student behavior and their own professional growth. These insights contribute to the existing literature on PBIS by centering the voices of teachers and highlighting the complex, evolving nature of schoolwide behavior frameworks in everyday educational practice. Implications for practice, policy, and future research on PBIS sustainability and teacher support are discussed.
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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.