An Evaluation of Implementation and Teacher Preparation on the Effectiveness of Positive Behavior Intervention and Support in an Urban K-8 setting

This study focuses on an evaluation on teacher perception of the effectiveness of Positive Behavior Intervention and Support (PBIS) implementation in a K-8 urban setting. Research also examines student academic progress and behavior, teacher perceptions on the effectiveness of PBIS implementation and school climate. This study utilized teacher perceptions and open-ended responses to obtain quantitative and qualitative data. Quantitative data was obtained from Likert survey questions on PBIS impact on student behavior and discipline, PBIS implementation and teacher perception and PBIS implementation impact on school culture and climate. Qualitative data was obtained from open-ended survey questions on teacher perception of the current implementation of PBIS in our school. Survey data was used to learn how teacher attitudes and perceptions impacted the overall effectiveness of our PBIS system. Data will be used to determine needs to successfully implement our PBIS program and to determine improvements for our future implementation. The data analysis from the teacher perception survey indicated that overall, the teachers feel that the PBIS implementation has been effective. However, teacher’s express concerns for implementing PBIS in a remote/hybrid setting. In addition, the teachers wanted to enhance the reward incentives, so they reflected the interest of all grade levels to maintain and sustain student motivation and engagement in the classroom.