Ed.D. Dissertations

Date of Award

11-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Mark E. Jimenez, Ed.D.

Content Specialist

Christopher Maddox, Ph.D.

Content Reader

La’Toya Thomas-Dixon, Ed.D.

Keywords

Positive Behavioral Interventions and Supports framework, academic achievement, teacher perceptions, behavioral management

Abstract

This phenomenological research study reviews elementary teachers’ perceptions on how Positive Behavioral Interventions and Supports (PBIS) relate to academic achievement. Researchers have identified the need for effective behavioral management plans to assist teachers with student discipline concerns and academic achievement. PBIS provides an effective framework for accomplishing these outcomes. Purposeful sampling identified 10 participants for individual interviews and completing a Qualtrics survey. During the 1:1 interviews, participants expressed their perceived ideas and experiences with PBIS as a behavioral management framework that was used to manage behavior and improve student academic achievement. The surveys provided an additional analysis of the participants’ perceptions of PBIS and academic achievement. The findings indicated a strong correlation between PBIS and academic achievement. The study concluded that elementary teachers perceived PBIS to be an effective behavioral management resource for student discipline and achievement when supported by administrators or the PBIS team, used consistently, and with fidelity. However, the study reveals that many of the participants believed PBIS does not provide effective strategies to improve achievement to assist with severely behaved or non-compliant students. With more training, guidance, and assistance from the PBIS team, teachers may be able to create a strategic plan to improve the achievement levels of non-compliant students.

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