Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Kathy Revis

Abstract

This study evaluated the implementation and effectiveness of a Positive Behavioral Interventions and Supports (PBIS) in a rural Title I elementary school. PBIS, multi-tiered framework, uses proactive strategies to enhance academic and behavioral outcomes. While effective in fostering positive school climates and reducing exclusionary discipline, implementation fidelity remains challenging, particularly in resource-constrained school settings. Teachers often face barriers like insufficient training and resources. Using a mixed methods approach, this study analyzed PBIS’s impact on student behavior, teacher preparedness, and school climate. Quantitative data included office discipline referrals and teacher surveys, while qualitative data were gathered through interviews and focus groups. Findings showed significant reductions in office discipline referrals, indicating improved student behavior. Teachers reported moderate increases in self-efficacy but identified ongoing resources and training needs as barriers. Qualitative data revealed positive shifts in school climate, with both teachers and students perceiving a more collaborative and supportive environment; however, discrepancies in implementation fidelity and staff commitment were noted as areas for improvement. The study emphasizes the need for targeted professional development and resources to enhance PBIS implementation, particularly in underserved rural schools. This research contributes to the growing literature on the scalability and sustainability of PBIS in diverse educational contexts.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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