Term of Award

Fall 2013

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

Michael Moore

Committee Member 1

Stephen Jenkins

Committee Member 2

John Weaver

Committee Member 3

Terry Diamanduros

Committee Member 3 Email

tdiamanduros@georgiasouthern.edu

Committee Member 4

Bruce Rogers

Committee Member 4 Email

bruce@gaspnet.org

Abstract

In today’s educational system, an important concern is student behavior. Problem behaviors can affect students’ academic learning as well as teachers’ instructional time. Many programs and approaches are available to improve student behavior in schools. One school-wide program known as Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. PBIS is a national framework schools can use to help them design and implement behavioral practices for students. It involves all the faculty, staff, and students in a school system. Teachers are important stakeholders in implementing PBIS. If they do not fully support or “buy in” to the program, its effectiveness will be significantly compromised. The purpose of this study was to examine teachers’ satisfaction level and perceptions of PBIS in a school district in the southeast USA. Teachers at a primary and an elementary school were surveyed and interviewed in order to determine their opinions of PBIS. The survey and interview data indicated that teachers in this school system were satisfied with PBIS. Results of this study could benefit administrators in this school district as they evaluate the effectiveness of PBIS and plan to implement further interventions or programs.

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