Date
11-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Lisa Foster
Keywords
PBIS, Fidelity, Teacher Perception, Behavior, MANOVA, Pearson Correlation
Disciplines
Education
Recommended Citation
Tuttle, Alicia Jean, "Implementation Fidelity of Positive Behavior Interventions and Supports and Teacher Perception of PBIS and Classroom Control" (2021). Doctoral Dissertations and Projects. 3278.
https://digitalcommons.liberty.edu/doctoral/3278
Abstract
Student behavior is an important topic that educators must contend with in the current educational climate. Due to changing laws and movement away from zero tolerance policies, schools have had to adapt to manage student misbehavior differently. Positive Behavior Interventions and Supports (PBIS) is a common framework that has been adopted to help create positive behavior change on school campuses when implemented with fidelity; however, teacher perception is important for implementation fidelity of PBIS. There were two purposes to this study. The first purpose of this quantitative, causal-comparative study was to examine the difference between teacher perception of PBIS and teacher perception of classroom control with implementation fidelity of PBIS at schools scoring low, moderate, and high for fidelity of implementation in order to better inform stakeholders about effective ways to ensure reduced discipline, thus increased school safety, and a positive school culture, on a middle school campus. The second purpose of the study was correlational and examined whether there was a relationship between teacher perception of PBIS and teacher perception of classroom control. The study used a causal-comparative research design as well as a correlational research design to address the two research questions. Middle school teachers at schools scored low, moderate, and high for implementation fidelity of PBIS were surveyed at the end of the 2021 school year. There were no significant differences in teacher perception of PBIS and teacher perception of classroom control at schools scoring low, moderate, and high for implementation fidelity, but there was a significant relationship between teacher perception of PBIS and teacher perception of classroom control.
