This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of social-emotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence
","abstract_html":"<p>This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of social-emotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence</p>","abstract_has_math":false,"creators":["Phillips, Karen A"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Robert Waller","Dr. Jennifer Lovelace","Dr. Richard Rogers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-11-18T08:00:00Z","date_published":"2022-11-18T08:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["Positive Behavior Interventions and Supports","PBIS","Title I","Elementary School","Student Behavior","Self-Assessment Survey (SAS)","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/482","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Robert Waller","Dr. Jennifer Lovelace","Dr. Richard Rogers"]},{"key":"dc:creator","label":"Author","values":["Phillips, Karen A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-01-23T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Positive Behavior Interventions and Supports","PBIS","Title I","Elementary School","Student Behavior","Self-Assessment Survey (SAS)","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/482"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of social-emotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence
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