1. Lauren Drelicharz & Brian McKevitt
Analyzing Teacher Perceptions of Student Behavior in Schools Implementing PBIS
Lauren Drelicharz & Brian McKevitt
Introduction
Results
Discussion
Research is needed to understand teachers’ perceptions of behavior and discipline in order to identify needs and concerns of school staff
Schools had better student outcomes when PBIS was implemented with fidelity and when teachers were more supportive of PBIS (Feuerborn, Tyre, & King, 2015; Flannery, Fenning, Kato, & McIntosh, 2013; & Hansen, 2014)
Elementary teachers had more positive perceptions of discipline and PBIS than secondary school staff. (Baker, 2005; Feuerborn & Tyre, 2015; Feuerborn et al., 2015)
More experienced teachers felt more competent in managing behaviors and had more established sets of beliefs about behavior compared to inexperienced teachers (Martin & Baldwin, 1994; Micek, 2013)
The current study examines staff perceptions as they relate to PBIS implementation, school level, and years of experience
Hypothesis 1
The relationship between SET scores and staff perceptions was moderate but not significant, r = .58, p = .064
Moderate positive correlations were found for all factors but they were not statistically significant
Hypothesis 2
There was a significant difference between SPBD scores of elementary school (M = 72.83, SD = 6.44) and secondary school teachers (M = 66.07, SD = 8.07), t(285) = 7.42, p < .000
Significant differences between school level and each factor were found in all factors with the exception of the first factor
Qualitative data on the SPBD revealed that secondary school teachers had a more negative perception of PBIS than elementary school teachers
Hypothesis 3
There was no significant difference in SPBD scores between inexperienced (M = 71.10, SD = 6.52) and experienced teachers (M = 70.75, SD = 7.89), t(1295) = .298, p = .76
Regression showed no significant relationship, b = -.033, t(295) = -.604, p = .546
Years of experience was negatively related to the first factor and was found to be a small but significant relationship, r = -.13, p < .030
Elementary and Middle School SPBD Scores
Hypothesis 1
A positive relationship was found but it was not significant
High SET and SPBD scores could affect detection of a relationship
Small number of schools could indicate an issue with power
PBIS was mandated by school district, meaning that perceptions did not play a role
Hypothesis 2
Elementary teachers held views that better align with PBIS philosophy
Behavior problems are more common in elementary schools
Elementary school staff are more prepared to manage challenging behaviors (Baker, 2005)
It takes longer to implement PBIS in secondary schools (Flannery et al., 2013)
Hypothesis 3
Years of experience may not play a role in perceptions of behavior
This relationship is worthy of further investigation
Implications
Alter PBIS training for secondary school staff
Educate staff about the importance of perceptions
Provide more support and praise to secondary school staff
Involve administration and stake holders
Discuss the effectiveness of PBIS
Limitations
Only one middle school was used to represent secondary school staff perceptions
Only 11 schools were used in the study
Method
Participants & Setting
292 certified staff at public school district in large Midwestern city
Average years of teaching experience was 10.5 years
Ten elementary schools, one middle school, one comprehensive high school, and one alternative school
High schools were not included in the study
Measures & Procedure
School-wide Evaluation Tool (SET) was conducted at each school building to determine integrity in each school building (Horner, Todd, Lewis-Palmer, Irvin, Sugai, & Boland, 2004)
Staff Perceptions of Behavior and Discipline survey (SPBD) was administered to all staff using Qualtrics via to identify perceptions, beliefs, and concerns of staff (Feuerborn et al., 2015)
Research Design & Analysis
Correlations were conducted to determine the relationship between PBIS implementation and staff perceptions
T-tests were conducted to examine school level differences in perception
T-tests were conducted to examine differences in perceptions between experienced and inexperienced staff
Supplemental analyses were conducted to examine the five factors of the SPBD
Factor
Elementary
Middle T p
Mean (SD)
Total SPBD
72.83 (6.44)
66.07 (8.07)
7.42
.000* 1
Teaching Expectations
16.31 (1.92)
15.86 (2.07)
1.75
.082 2
Sustainability
15.75 (2.03
13.59 (2.66)
7.38 3
Implementation Integrity
10.00 (1.49)
9.40 (1.33)
3.16 4
Philosophical Views
14.65 (1.89)
13.58 (2.03)
4.21 5
Cohesiveness
15.47 (1.94)
13.59 (2.43)
6.86
Note. * indicates p < .05.
References
Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3),
Feuerborn, L. L., & Tyre, A. D. (2015) How do staff perceive schoolwide positive behavior supports? Implications for teams in planning and implementing schools. Preventing School Failure, 0(0), 1-7. doi: / X
Feuerborn, L. L., Tyre, A. D., & King, J. P. (2015). The staff perceptions of behavior and discipline survey: A tool to help achieve systemic change through schoolwide positive behavior support. Journal of Positive Behavior Interventions, 17(2), doi: /
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), doi: /spq
Hansen, J. M. (2015). Relationship between teacher perception of positive behavior interventions support and the implementation process. Dissertation Abstracts International Section A, 75,
Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004).The School-wide Evaluation Tool (SET): A research instrument for assessing school wide positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.
Martin, N. K., & Baldwin, B. (1994). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, TX.
Micek, K. (2014). The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports (Order No ). Available from Dissertations & University of Nebraska - Omaha. ( ). Retrieved from ?account id=14692