Date of Award
Summer 8-2016
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership and School Counseling
Committee Chair
David E. Lee
Committee Chair Department
Educational Leadership and School Counseling
Committee Member 2
Myron B. Labat
Committee Member 2 Department
Educational Leadership and School Counseling
Committee Member 3
Kyna Shelley
Committee Member 3 Department
Educational Studies and Research
Committee Member 4
Richard S. Mohn
Committee Member 4 Department
Educational Studies and Research
Abstract
In today’s educational environment of continued and high-stakes accountability, school administrators are constantly looking for effective techniques to improve the academic performance and behavior of their students. In an effort to attain improvement by their pupils, many educational leaders are choosing to implement positive behavior support (PBS) programs in their schools. This study examined the differences between teachers’ beliefs about PBS programs and their impact on reported student attendance, standardized test scores, engagement, and behavior. It also examined the differences in reported changes in these variables between teachers at schools with PBS programs and teachers at schools without the behavior programs. Lastly, this study examined the relationships between teacher beliefs pertaining to PBS programs and their associated characteristics, including age, highest degree attained, years of teaching experience, grade level taught, subject area taught, and whether the teacher was in general education or special education.
Findings for these research questions at the .05 significance level are presented in this study. With regard to teacher beliefs about positive behavior support (PBS) programs, none of the independent variables (reported student attendance, standardized test scores, engagement, or behavior) were found to be statistically significant. However, three relationships were found to be approaching significance. Teacher beliefs pertaining to student attendance and teacher age were approaching significance with a small negative correlation, while teacher beliefs pertaining to student attendance and years of teaching experience were also approaching significance with a small negative correlation. Similarly, teacher beliefs pertaining to student behavior and teacher age were approaching significance with a small negative correlation.
ORCID ID
0000-0003-3040-9176
Copyright
2016, Chad Joseph Davis
Recommended Citation
Davis, Chad Joseph, "Teacher Beliefs Regarding Positive Behavior Support Programs in Mississippi Middle Schools" (2016). Dissertations. 385.
https://aquila.usm.edu/dissertations/385
Included in
Educational Leadership Commons, Educational Methods Commons, Other Education Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons