{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14501"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14501","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Exploring teachers’ perceptions about how the elements of the positive behavioral interventions and supports (PBIS) model work together to influence positive student behavior : a qualitative single case study.","abstract":"The prevalence of inappropriate student behavior in America’s public schools has reached alarming levels, significantly disrupting academic achievement and the overall learning environment. The problem at the heart of this study is that students’ inappropriate behavior continues to increase in school spaces, jeopardizing the learning opportunity for themselves and other students who attend classes with them. Recent statistics also indicate that many public schools reported negative impacts on students' social-emotional and behavioral development, exacerbated by the challenges posed by the COVID-19 pandemic. Within this context, the Positive Behavioral Interventions and Supports (PBIS) framework has been adopted by numerous schools. However, many schools struggle with effective implementation, leading to increased teacher turnover and a negative school climate. This study focused on Johnson Elementary School to explore how the five interrelated elements of the PBIS model enhance positive student behavior on one elementary school campus. I also sought to uncover teachers’ perceived challenges to its implementation. This single case study utilized a constructivist qualitative research design and three data collection phases: an open-ended questionnaire, individual interviews, and a focus group discussion. The participants, all experienced teachers at Johnson Elementary School, provided their perceptions of the effectiveness of PBIS and the challenges encountered during its implementation. Data analysis involved a priori coding aligned with the PBIS elements and open coding to identify emerging themes. The findings revealed four primary themes: the significance of positive reinforcement, the necessity of a deep understanding of PBIS, the importance of maintaining implementation fidelity, and the impact of staff attrition on the program's success. These four themes relate to teachers’ perceptions regarding how the five interrelated elements play a role in implementing PBIS and the challenges that arise during implementation. The implications of this study underscore the need for ongoing professional development, collaborative environments, and robust support systems to enhance the effectiveness of PBIS in elementary schools. The research highlighted that a cohesive approach to implementing PBIS can foster a positive school climate and improve student behavior. Recommendations were provided for educators, administrators, and district leaders to address the identified challenges and promote successful PBIS practices.","abstract_html":"The prevalence of inappropriate student behavior in America’s public schools has reached alarming levels, significantly disrupting academic achievement and the overall learning environment. The problem at the heart of this study is that students’ inappropriate behavior continues to increase in school spaces, jeopardizing the learning opportunity for themselves and other students who attend classes with them. Recent statistics also indicate that many public schools reported negative impacts on students' social-emotional and behavioral development, exacerbated by the challenges posed by the COVID-19 pandemic. Within this context, the Positive Behavioral Interventions and Supports (PBIS) framework has been adopted by numerous schools. However, many schools struggle with effective implementation, leading to increased teacher turnover and a negative school climate. This study focused on Johnson Elementary School to explore how the five interrelated elements of the PBIS model enhance positive student behavior on one elementary school campus. I also sought to uncover teachers’ perceived challenges to its implementation. This single case study utilized a constructivist qualitative research design and three data collection phases: an open-ended questionnaire, individual interviews, and a focus group discussion. The participants, all experienced teachers at Johnson Elementary School, provided their perceptions of the effectiveness of PBIS and the challenges encountered during its implementation. Data analysis involved a priori coding aligned with the PBIS elements and open coding to identify emerging themes. The findings revealed four primary themes: the significance of positive reinforcement, the necessity of a deep understanding of PBIS, the importance of maintaining implementation fidelity, and the impact of staff attrition on the program's success. These four themes relate to teachers’ perceptions regarding how the five interrelated elements play a role in implementing PBIS and the challenges that arise during implementation. The implications of this study underscore the need for ongoing professional development, collaborative environments, and robust support systems to enhance the effectiveness of PBIS in elementary schools. The research highlighted that a cohesive approach to implementing PBIS can foster a positive school climate and improve student behavior. Recommendations were provided for educators, administrators, and district leaders to address the identified challenges and promote successful PBIS practices.","abstract_has_math":false,"creators":["Roberts, Brianne, 1996-"],"institution":"Baylor University.","degree_name":"Ed.D.","degree_level":"Doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Howell, Leanne."],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T01:08:19Z","subjects":["Positive reinforcement.","Student behavior.","School climate.","Elementary school.","Implementation.","Positive behavioral interventions and supports (PBIS)"],"languages":["en"],"rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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Recent statistics also indicate that many public schools reported negative impacts on students' social-emotional and behavioral development, exacerbated by the challenges posed by the COVID-19 pandemic. Within this context, the Positive Behavioral Interventions and Supports (PBIS) framework has been adopted by numerous schools. However, many schools struggle with effective implementation, leading to increased teacher turnover and a negative school climate. This study focused on Johnson Elementary School to explore how the five interrelated elements of the PBIS model enhance positive student behavior on one elementary school campus. I also sought to uncover teachers’ perceived challenges to its implementation. This single case study utilized a constructivist qualitative research design and three data collection phases: an open-ended questionnaire, individual interviews, and a focus group discussion. The participants, all experienced teachers at Johnson Elementary School, provided their perceptions of the effectiveness of PBIS and the challenges encountered during its implementation. Data analysis involved a priori coding aligned with the PBIS elements and open coding to identify emerging themes. The findings revealed four primary themes: the significance of positive reinforcement, the necessity of a deep understanding of PBIS, the importance of maintaining implementation fidelity, and the impact of staff attrition on the program's success. These four themes relate to teachers’ perceptions regarding how the five interrelated elements play a role in implementing PBIS and the challenges that arise during implementation. The implications of this study underscore the need for ongoing professional development, collaborative environments, and robust support systems to enhance the effectiveness of PBIS in elementary schools. The research highlighted that a cohesive approach to implementing PBIS can foster a positive school climate and improve student behavior. Recommendations were provided for educators, administrators, and district leaders to address the identified challenges and promote successful PBIS practices."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring teachers’ perceptions about how the elements of the positive behavioral interventions and supports (PBIS) model work together to influence positive student behavior : a qualitative single case study."]}]}],"canonical_facts":{"dc:contributor.advisor":["Howell, Leanne."],"dc:creator":["Roberts, Brianne, 1996-"],"dc:date.accessioned":["2026-03-10T19:05:50Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["The prevalence of inappropriate student behavior in America’s public schools has reached alarming levels, significantly disrupting academic achievement and the overall learning environment. The problem at the heart of this study is that students’ inappropriate behavior continues to increase in school spaces, jeopardizing the learning opportunity for themselves and other students who attend classes with them. Recent statistics also indicate that many public schools reported negative impacts on students' social-emotional and behavioral development, exacerbated by the challenges posed by the COVID-19 pandemic. Within this context, the Positive Behavioral Interventions and Supports (PBIS) framework has been adopted by numerous schools. However, many schools struggle with effective implementation, leading to increased teacher turnover and a negative school climate. This study focused on Johnson Elementary School to explore how the five interrelated elements of the PBIS model enhance positive student behavior on one elementary school campus. I also sought to uncover teachers’ perceived challenges to its implementation. This single case study utilized a constructivist qualitative research design and three data collection phases: an open-ended questionnaire, individual interviews, and a focus group discussion. The participants, all experienced teachers at Johnson Elementary School, provided their perceptions of the effectiveness of PBIS and the challenges encountered during its implementation. Data analysis involved a priori coding aligned with the PBIS elements and open coding to identify emerging themes. The findings revealed four primary themes: the significance of positive reinforcement, the necessity of a deep understanding of PBIS, the importance of maintaining implementation fidelity, and the impact of staff attrition on the program's success. These four themes relate to teachers’ perceptions regarding how the five interrelated elements play a role in implementing PBIS and the challenges that arise during implementation. The implications of this study underscore the need for ongoing professional development, collaborative environments, and robust support systems to enhance the effectiveness of PBIS in elementary schools. The research highlighted that a cohesive approach to implementing PBIS can foster a positive school climate and improve student behavior. Recommendations were provided for educators, administrators, and district leaders to address the identified challenges and promote successful PBIS practices."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/2104/14501"],"dc:language.iso":["en"],"dc:rights":["Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 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