Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

David Weintraub

Committee Member

Steven Hecht

Committee Member

Kimberly Durham

Keywords

PBIS, positive behavior interventions and supports, teacher perspectives, high school teachers

Abstract

Many educators today are faced with managing students’ inappropriate behaviors as a primary focus. Teachers are on the front lines of identifying, correcting, and reporting students’ inappropriate behaviors. These undesirable behaviors play a major role in affecting student academic achievement and the entire learning environment. PBIS has become a school-wide approach to create a positive school climate by reducing or eliminating poor behaviors, while using methods to support behaviors that are desired. Teacher participation in the implementation of PBIS is critical in producing positive results. Therefore, their perspectives need to be examined to gain valuable insight.

The purpose of this study was to examine teachers’ perspectives regarding motivational factors that influence the success of the implementation of PBIS. High school teachers were interviewed to determine their perspectives on the Positive Behavior Intervention and Support program that was carried out at their school. Specifically, the interviews measured teachers’ perceptions concerning the potential and actual usefulness of the PBIS approach at their school. Both perceptions of the processes that occurred during the implementation of this intervention and the actual results were measured.

The findings from this study emphasize the importance of professional development, consistency, recognition, and administrative support in the success of PBIS. Teacher motivation, whether by means of intrinsic or extrinsic factors, is pivotal in sustaining implementation. The findings also confirm that the PBIS framework requires buy-in, ongoing training, and reinforcement. Barriers such as unclear expectations, inconsistency, limited resources, and a lack of administrative support must be addressed to maintain fidelity.

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