dc.contributor.author	Merisme, Guerlene M.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2020-11-04T14:03:52Z
dc.date.available	2020-11-04T14:03:52Z
dc.date.issued	2019-05
dc.identifier.other	A492CC5F-3E8E-BFA4-4B9B-B41BDF218035	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4519
dc.description.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	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Background 2 -- Statement of the Problem 9 -- Theoretical Framework 12 -- Purpose of the Study 14 -- Research Questions 15 -- Significance of the Study 15 -- Summary of Methodology 16 -- Limitations 17 -- Definition of Terms 18 -- Chapter II: REVIEW OF THE LITERATURE 23 -- Classroom Management 23 -- Teacher Efficacy in Classroom Behavior Management...25 -- Preservice Teachers 29 -- Novice Teachers 31 -- Professional Development and Teacher Efficacy 31 -- Positive Behavior Interventions and Supports 33 -- Description of the PBIS Framework 34 -- Historical Development 35 -- PBIS Implementation 37 -- Outcomes 38 -- Schoolwide Systems 39 -- Effective Practices 39 -- Data 40 -- Benefits of PBIS in Schools 40 -- Theoretical Framework 42 -- Summary 46 -- Chapter III: METHODOLOGY 47 -- Problem 47 -- Purpose 48 -- Research Questions 48 -- Research Design 48 -- Population and Sample 50 -- Setting 51 -- Participants 53 -- Sampling 54 -- Instrumentation 55 -- Validity and Reliability 57 -- Data Collection 58 -- Procedures 58 -- Data Analysis 61 -- Summary 62 -- Chapter IV: RESULTS 63 -- Participants 64 -- Phase One: Quantitative Data Collection 66 -- Research Questions and Findings 66 -- Research Question 1 66 -- Research Question 2 71 -- Unexpected Findings 75 -- Phase Two: Qualitative Data Collection 81 -- Research Questions and Findings 81 -- Research Question 3 81 -- Research Question 4 85 -- Unexpected Findings 101 -- Summary 106 -- Chapter V: CONCLUSION 107 -- Overview of the Study 107 -- Findings and Conclusions 110 -- Research Question 1 110 -- Research Question 2 112 -- Research Question 3 114 -- Research Question 4 116 -- Limitations of the Study 118 -- Implications for Practice 118 -- Recommendations for Future Research 120 -- Summary 122 -- REFERENCES 124.	en_US
dc.format.extent	1 electronic document, 184 pages	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Classroom management	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Special Education Programs (U.S.). Technical Assistance Center on Positive Behavioral Interventions & Supports	en_US
dc.subject	Teacher effectiveness	en_US
dc.title	Teachers’ Perceptions of the Effects of Positive Behavioral Interventions and Support in an Urban Public School System: A Mixed Methods Study	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Siegrist, Gerald
dc.description.committee	Kim, Daesang
dc.description.committee	Pate, James L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US