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Dobbins FINAL 3 12 24 with cert.pdf (1.21 MB)

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Elementary Teachers’ Perceptions of the Impact of School-Wide Positive Behavior Support

Dobbins, Deanna Lee
http://orcid.org/0009-0008-6368-1479
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1710276812720529

Abstract Details

2024, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
What do teachers perceive to be the impact of positive behavior management systems on supporting teachers, students, and families? This research investigated the implementation and impact of school-wide positive behavior support systems as a crucial approach to addressing behavior challenges and supporting both teachers and students. Recognizing the significant challenges teachers face in managing student behavior alongside their essential duties, this study delves into the potential benefits of positive behavior support systems as an alternative to punitive discipline methods. Building upon previous research, the results of this investigation underscored the positive outcomes associated with school-wide positive behavior support systems. The research employed a qualitative phenomenological case study involving 12 diverse educators, providing valuable insights from those directly responsible for classroom management. The findings revealed that these systems effectively reduced situations involving exclusionary practices, enhanced student-teacher relationships, and contributed to the establishment of a positive classroom culture and climate. Supported by observations, interviews, and artifact collection, the participants identified key factors influencing the success of positive behavior support systems, including administrative and parental support, access to professional development opportunities, and collaborative experiences among teachers and school administration. The study further highlighted the importance of consistent school-wide expectations, procedures, and guidelines in managing student behavior and advocates for tailored support for students with diverse backgrounds. Notably, positive restorative practices and training for teachers contribute to meeting the needs of all students and result in increased overall student achievement. Despite the evident benefits, the need for ongoing refinement of school-wide positive behavior support systems, especially in addressing escalated behavior concerns was identified. Teachers expressed a desire for regular opportunities to evaluate and revise these systems, emphasizing the dynamic nature of behavior support in educational settings. The research contributed valuable insights for educators, administrators, and policymakers seeking to enhance positive behavior support systems to benefit teachers and students.
Jane Beese, Ed.D. (Advisor)
Christopher Basich, Ed.D. (Committee Member)
Victoria Kress, Ph.D. (Committee Member)
182 p.
Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Early Childhood Education; Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Psychology; Educational Sociology; Elementary Education; Teacher Education; Teaching
Positive behavior management systems; School-wide positive behavior support; Teacher perceptions; Student behavior challenges; Classroom management; Proactive discipline; Student-teacher relationships; Classroom culture and climate; Administrative support; Professional development; Collaborative experiences; Restorative practices; Support systems

Recommended Citations

Citations

  • Dobbins, D. L. (2024). Elementary Teachers’ Perceptions of the Impact of School-Wide Positive Behavior Support [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1710276812720529

    APA Style (7th edition)

  • Dobbins, Deanna. Elementary Teachers’ Perceptions of the Impact of School-Wide Positive Behavior Support. 2024. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1710276812720529.

    MLA Style (8th edition)

  • Dobbins, Deanna. "Elementary Teachers’ Perceptions of the Impact of School-Wide Positive Behavior Support." Doctoral dissertation, Youngstown State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1710276812720529

    Chicago Manual of Style (17th edition)

ysu1710276812720529
717
© 2024, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.