Purpose: The purpose of this mixed-methods phenomenological study was to describe elementary school general education teachers’ perceptions of how their efficacy, as teachers, was affected by their experiences in implementing the PBIS framework. This study also sought to determine a better understanding of the skills necessary to impact all students while increasing teachers’ efficacy and their ability to carry out their obligations in facilitating student academic success and student discipline.
Methodology: Consistent with a mixed-methods approach, the instruments used in this study collected descriptive data and perceptual data from a group of elementary general education teachers from Riverside County, California. Through an electronic format, two different surveys were administered to participating elementary school teachers. In addition, principals of participating PBIS elementary schools referred teachers from their sites to participate in semistructured interviews.
Findings: Findings showed that the implementation of PBIS had positive effects on teachers’ efficacy, thus affecting their classroom experiences and student conduct. To understand teachers’ perceptions of how the implementation of PBIS was affecting their efficacy, the researcher first had to understand the teachers’ perceptions of how PBIS was being implemented at their sites. Findings demonstrated that teachers did not have a clear understanding of PBIS. However, teachers did understand and used the strategies learned through the implementation of PBIS. They included the opportunity to model, practice, and apply appropriate behavior and the strategies.
Conclusions: Teachers perceived that they were able to influence the three domains of teacher efficacy—student engagement, instructional strategies, and classroom management—and the skills within each; learn the strategies and supports to redirect student behavior; and influence classroom management. Findings from this study also revealed that teachers could redirect student behaviors by providing students with clear expectations, praise, positive student recognition, and rewards.
|Advisor:||Johnson, Jalin B.|
|Commitee:||DeVore, Doug, Steinberg, Sheila L.|
|School Location:||United States -- California|
|Source:||DAI-A 78/09(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Elementary education|
|Keywords:||Behavior, Classroom experiences, Elementary school, Pbis, Student conduct, Teacher self-efficacy|
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