Student's disruptive behavioral issues have become more prevalent in 21st Century classrooms. To address this on-going challenge, schools have implemented a Positive Behavioral Interventions and Support plan. The program has shown positive results on restoring school and classroom cultures but there are limited studies on the intermediate teacher's perceptions regarding the implementation of the program at an urban school located in the central California area. The purpose of this qualitative case study was to understand the intermediate teacher's perceptions of the implementation of the Positive Behavioral Interventions and Support plan at an urban school located in central California. A qualitative case study design was considered an appropriate method to describe the perception phenomenon that was taking place among intermediate teachers at an urban school in the central California area. To gain an in-depth understanding of the perception of the teachers concerning the program implementation, face-to-face, semi-structured interviews, surveys, and open discussion forum was conducted. All participants signed the informed consent forms prior to their participation. All interviews, surveys, and discussion forum were conducted until data saturation was accomplished. Findings from this study included: (a) Rewards for the Positive Behavior Reinforcement, (b) Problem-Solving Strategies, (c) Perceptions toward PBIS Implementation, (d) Lack of Buy-Ins, (e) Less is More valuable, and (d) Collaborative and Inclusive approach. Findings from this qualitative study may benefit aspiring urban school leaders by helping them to better understand the current intermediate teacher's perception of the program implementation trends within the urban school settings. Future studies may be required to obtain a comprehensive understanding of urban teacher's perspectives across the state of California.
|Commitee:||Hawyard, Norma, Strickland, Janet|
|School Location:||United States -- California|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||21st century school, Behavioral issues, Implementation of pbis, Pbis, Positive behavior intervention support, Teacher perspectives|
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