Teacher Beliefs During Implementation of a New School-Wide Positive Behavior Intervention and Support System at One Elementary School
Year: 2020
Type: article
Study design: Observational Study
Abstract: Positive discipline systems are being implemented in response to the overwhelming research indicating a rise in suspension rates and the negative effects of exclusionary discipline. Conditions for successful change with positive results in the area of positive discipline have been studied for more than 20 years. This study focuses on the teacher at the end of one year of implementation and the conditions found to be necessary for successful lasting change. In this study the researcher measures to what extent teachers understand and believe in the effectiveness and use of a school-wide positive behavior intervention and support (SWPBIS) system, and to what extent those teachers feel supported in implementing the SWPBIS system collaboratively designed for their site. The results are intended to determine next steps in supporting implementation of the SWPBIS system. A parallel convergent mixed-method research design measures teacher conditions with an online survey including Likert scaled questions and open-ended questions for each of the three parts of the research question. The concerns-based adoption model is used to analyze the data. It is found this site???s teachers show the positive conditions for successful implementation of their SWPBIS system by indicating knowledge and use of the system, feelings of support from their principal, and the desire for more information about and a continued improvement of the SWPBIS system. On-going support, development, and continued improvement of the plan align with the research on change science and are indicated in reducing suspensions, improving feelings of well-being, and improving academic achievement.
Author: Yakutis, Sarah
Institution: California State University, San Marcos
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7015639051