Date of Award
Doctor of Education (EdD)
This dissertation explores the association between teacher perceptions of behavior and teacher implementation of PBIS. Adding to previous research on various links between teacher demographics and behavior approaches, this research aims to provide an analysis of any such association to enlighten teacher knowledge and inform potential behavior change.
The quasi-experimental quantitative approach utilized in this study identifies any statistically significant correlations between approach to behavior and implementation fidelity. Quantitative data compiled via surveys and data collection analyzed by behavior approach are explained as well as analyzed in terms of predictability based on the independent variable of teacher behavior approach as shown through descriptive statistics, Fisher’s exact test, and Multinomial Logistic Regression.
Thirty-eight participants completed surveys. Behavior and instructional management style and beliefs were dependent on the situation at hand. Styles allowing for more student input and control were more likely to predict higher fidelity of implementation in PBIS than styles utilizing only teacher control. Through awareness of behavior beliefs and management styles, educators can analyze which of their own behaviors and beliefs impede or facilitate PBIS implementation in hopes to make a positive behavior change themselves.
Johnson, Elizabeth Baynes, "Beliefs on Behavior: The Influence of Constructed Beliefs of Discipline on School-Wide Positive Behavior Interventions and Supports (PBIS) Fidelity of Implementation" (2016). Education Theses, Dissertations and Projects. 157.