Organizational and Coworker Support in Implementation of Positive Behavioral Interventions and Supports (PBIS)
Location
Morgan
Session Format
Presentation
Abstract
PBIS is extensively used in PK-12 grade levels to support student's academic, behavioral and social-emotional needs. However, the effective implementation of PBIS significantly depends on teacher buy-in and their belief that it is valuable. Although there is research to demonstrate the role of teacher buy-in, but there is limited research on the contribution of coworkers and organization's (school principal and district administration) support that could impact teacher's perception's of PBIS implementation and their belief that it is a useful program. The purpose of this study is to examine the impact of coworker, principal and organizational support on teacher's decision to buy-in and to implement PBIS in their classroom. A secondary purpose of the study is to explore the support and resources that are required for the effective implementation of PBIS. The study will compare the effectiveness of PBIS implementation in elementary, middle and high school based on support and availability of resources. The role of covariates, such as demographic variables (gender, age, years of teaching experience) and contextual variables (school climate) will also be explored. The study findings will shed light on the underlying contextual and individual level factors that influence teacher's decision to implement PBIS with fidelity.
Keywords
PBIS, Buy-in, Supervisor support, Coworker Support, Fidelity
Professional Bio
Parul Acharya is currently working as a Associate Professor in College of Education and Health Professions at Columbus State University. She teaches courses in research design, statistics and data analytics and is actively involved with mentoring doctoral students in Ed.D program. She works on federal and state grants as an Evaluator. Parul is also actively involved in AERA and currently serves as the Chairperson for Large Scale Assessment SIG.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Acharya, Parul, "Organizational and Coworker Support in Implementation of Positive Behavioral Interventions and Supports (PBIS)" (2024). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/34
Organizational and Coworker Support in Implementation of Positive Behavioral Interventions and Supports (PBIS)
Morgan
PBIS is extensively used in PK-12 grade levels to support student's academic, behavioral and social-emotional needs. However, the effective implementation of PBIS significantly depends on teacher buy-in and their belief that it is valuable. Although there is research to demonstrate the role of teacher buy-in, but there is limited research on the contribution of coworkers and organization's (school principal and district administration) support that could impact teacher's perception's of PBIS implementation and their belief that it is a useful program. The purpose of this study is to examine the impact of coworker, principal and organizational support on teacher's decision to buy-in and to implement PBIS in their classroom. A secondary purpose of the study is to explore the support and resources that are required for the effective implementation of PBIS. The study will compare the effectiveness of PBIS implementation in elementary, middle and high school based on support and availability of resources. The role of covariates, such as demographic variables (gender, age, years of teaching experience) and contextual variables (school climate) will also be explored. The study findings will shed light on the underlying contextual and individual level factors that influence teacher's decision to implement PBIS with fidelity.
