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

Author

Karen A. Phillips, Columbus State University

Date of Award

11-18-2022

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Educational Leadership)

Department

Teacher Education

First Advisor

Dr. Robert Waller

Second Advisor

Dr. Jennifer Lovelace

Third Advisor

Dr. Richard Rogers

Abstract

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

Recommended Citation

Phillips, Karen A., "Administrators’ And Teachers’ Perceptions of the Effectiveness of the PBIS Framework in Title I Elementary Schools in a Middle Georgia County" (2022). Theses and Dissertations. 482.
https://csuepress.columbusstate.edu/theses_dissertations/482