Date of Award

Spring 5-2014

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

Committee Chair

Thelma Roberson

Committee Chair Department

Educational Leadership and School Counseling

Committee Member 2

David Lee

Committee Member 2 Department

Educational Leadership and School Counseling

Committee Member 3

Sharon Rouse

Committee Member 3 Department

Educational Leadership and School Counseling

Committee Member 4

James T. Johnson

Abstract

The purpose of this study was to determine if seventh through twelfth grade educators’ attitudes towards School-Wide Positive Behavior Support (SWPBS) are affected based on their gender, years of experience, school discipline policy, leadership style, and knowledge of SWPBS.

Through an online survey, an analysis of the leadership style and knowledge of SWPBS of Mississippi teachers and administrators was conducted. Other variables included the school discipline policy and participants’ gender and years of experience. The study found that knowledge of SWPBS and school discipline policy had a significant impact on the educators’ attitudes towards SWPBS. Leadership style, gender, and years of experience did not have a significant impact on the educators’ attitudes towards SWPBS. All five variables predicted 58.6% of the change in the educators’ attitudes.

According to Scott, Park, Swain-Bradway, and Landers (2007), SWPBS creates a safe, productive learning environment. This is done through interventions designed to improve behavior and consistent feedback. Individualized instruction is designed for students that continue to demonstrate inappropriate behavior (Scott et al., 2007).

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