Staff Perceptions of the Positive Behavioral Interventions and Supports Framework in a Title I Middle School

Autor/in	Erdmann, Jennifer V.
Titel	Staff Perceptions of the Positive Behavioral Interventions and Supports Framework in a Title I Middle School
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Leo University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2262-2
Schlagwörter	Hochschulschrift; Dissertation; School Personnel; Positive Behavior Supports; Middle Schools; Educational Legislation; Elementary Secondary Education; Federal Legislation; Student Behavior; Educational Environment; Satisfaction; Discipline Policy; Program Effectiveness; Barriers; Program Implementation; Educational Needs; Professional Development; Emotional Response; Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulpersonal; Middle school; Mittelschule; Mittelstufenschule; Bildungsrecht; Schulgesetz; Bundesrecht; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zufriedenheit; Disziplinarmaßnahme; Educational need; Bildungsbedarf; Emotionales Verhalten; Attitude; Einstellung; Verhalten
Abstract	As school leaders continue to look for solutions to ongoing negative student behaviors, many schools have implemented the Positive Behavioral Interventions and Supports framework. The Positive Behavioral Interventions and Supports framework supports educators and students using positive strategies for behavior, academic, social, emotional, and mental health. The purpose of this mixed-methods study was to examine staff perceptions of Positive Behavioral Interventions and Supports related to student behavior, school climate, and staff satisfaction. Twenty-nine staff members completed the Staff Perceptions of Behavior and Discipline survey, and 11 staff members participated in a semi-structured interview, adding additional depth to the survey. The quantitative and qualitative components of the study yielded three main conclusions: (a) staff perceive a lack of fidelity of discipline policies and procedures; (b) staff believe Positive Behavioral Interventions and Supports have not had a positive impact on school climate or staff satisfaction; and (c) staff perceive the existence of significant barriers to the successful implementation of Positive Behavioral Interventions and Supports. Specifically, and directly tied to the research questions, staff perceived a severe lack of consistent consequences for students who continued to misbehave. The staff largely felt unsupported with Positive Behavioral Interventions and Supports and mentioned there had not been any training or professional development. Despite the lack of support, staff acknowledged the positive aspects of Positive Behavioral Interventions and Supports and were willing to implement them but needed direction. The lack of direction led to frustration, and in some cases, apathy. Further research is recommended examining Positive Behavioral Interventions and Supports and the impact on discipline referrals and expanding the scope of Positive Behavioral Interventions and Supports to include non-Title I schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01