Teachers And Administrators' Perceptions Of PBIS As A School-Wide Discipline Approach

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Cheryl Bowling (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Tracy Goodson-Espy

Abstract: With the increased focus on high stakes testing and accountability, school and district leaders are compelled to examine ways to increase and maximize instructional time. Leaders are constantly looking at factors that decrease instructional time. Based on research, discipline is a factor that diminishes instructional time for many students both directly and indirectly (Luiselli, Putnam, & Sutterland, 2000). In response to the detrimental effects that discipline issues have on the school community, schools and school districts are encouraged to explore school-wide discipline approaches such as PBIS. This case study investigated teachers and administrators’ experiences and perceptions of the need for, the implementation of, and the sustainability of PBIS as a school-wide discipline approach. Their perceptions indicated teachers and administrators felt there was a need for a school-wide discipline approach and PBIS seemed to be a good choice. Participants felt that the initial training and staff development were helpful. Creating norms and expectations for the common areas of the school helped establish the climate and initiated staff buy-in. During the first three years, the school experienced decreased behavior issues, increased academic achievement, and decreased teacher turnover rate. However, factors such as training for new staff members, feedback, and sustainability were issues.

Additional Information

Bowling, C. (2018). "Teachers And Administrators' Perceptions Of PBIS As A School-Wide Discipline Approach." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2018
Behavior, PBIS, Perceptions, Teachers, Administrators

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