Administrators’ And Teachers’ Perceptions of the Effectiveness of the PBIS Framework in Title I Elementary Schools in a Middle Georgia County

<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>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2022

Author dc:creator

• Phillips, Karen A

Contributors dc:contributor

• Dr. Robert Waller
• Dr. Jennifer Lovelace
• Dr. Richard Rogers

• 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

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/482

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1484