Date of Award
Summer 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jill Payne
Abstract
This mixed methods sequential explanatory study examined how elementary teachers’ perceptions influenced the fidelity and effectiveness of behavioral interventions in K–5 public schools. Grounded in Bandura’s (1986) Social Cognitive Theory and Fixsen et al.’s (2019) Implementation Science Framework, the study explored the relationship between teacher confidence, professional development, and outcomes related to student achievement. Quantitative data showed reductions in behavior incidents, in-school suspensions (ISS), and out-of-school suspensions (OSS) from fall to spring, while qualitative data from surveys and interviews emphasized the need for sustained support, differentiated intervention plans, and a strong school-wide culture. Teachers noted that one-time trainings were insufficient and called for embedded, ongoing strategies, while parents reported improved communication, fewer suspensions, and increased engagement tied to consistent expectations and restorative practices. The study recommends integrating behavior interventions across subjects, using real-time data for decisions, and promoting leadership that reduces exclusionary discipline. Findings underscore the importance of teacher perceptions in sustaining effective, school-wide behavioral supports.
Recommended Citation
Edwards, Teresa J., "Examining The Influence of Teacher Perceptions on Implementing Behavior Interventions and Their Impact On Student Achievement" (2025). Doctor of Education Dissertations. 257.
https://digitalcommons.gardner-webb.edu/education-dissertations/257
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