Author ORCID Identifier
Document Type
Dissertation
Date of Award
2022
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Mejai B. M. Avoseh
Abstract
The purpose of the study was to investigate the relationship between how thoroughly School-wide Positive Behavioral Interventions and Supports (SW-PBIS) is implemented in elementary classrooms, junior kindergarten through fifth grade, and students’ and teachers’ perceptions of safety. An additional purpose was to investigate whether child knowledge of conflict resolution has a relationship with the perceptions of feeling safe. The following questions were explored: (1) To what extent does the fidelity of implementation of PBIS predict teachers’ perceptions of safety? (2) To what extent does the fidelity of implementation of PBIS predict elementary students’ school safety perceptions, junior kindergarten through fifth grade, in a PBIS? (3) Is there a correlation between students’ knowledge of conflict resolution skills and their safety perceptions? For this ex-post-facto study, a linear regression analysis was conducted to examine the relationship between the independent variables and the dependent variables for questions one and two. To address question three, correlation coefficients were computed for each of the common locations that all students attend such as special classes, the lunchroom, and recess, as well as a combined rating. The overall findings indicated that there was a medium positive relationship between fidelity of implementation and teacher safety perceptions or student safety perceptions, but it was not statistically significant. However, it was found that non-classroom systems significantly predicted teacher safety perceptions. Additionally, there was a significant positive relationship between students’ knowledge of conflict resolution and their safety perceptions. The findings of this study can help building leaders begin to fill the gap by creating a unified culture when making decisions where safety is the number one priority. In conclusion, system-wide interventions establish a social safety culture with the support needed to improve all students' social-emotional, behavioral, and academic outcomes (Office of Special Education Programs, 2021). It also demonstrated that having knowledge of conflict resolution skills was associated with higher safety perceptions. Offering preventive programs like Kelso's Choices and School-wide Positive Behavior Intervention and Supports (SW-PBIS) allows predictability for students and social-emotional skills, creating a safer school environment (Chalamandaris & Piette, 2015; Osher et al., 2010).
Subject Categories
Educational Administration and Supervision
Keywords
Fidelity of Implementation, Kelso's Choice, School-Wide Positive Behavioral Interventions and Supports, Social-emotional Learning (SEL), Student Safety Perceptions, Teacher Safety Perceptions
Number of Pages
80
Publisher
University of South Dakota
Recommended Citation
Anderson, Renee Elizabeth, "TEACHERS' PERCEPTIONS OF POSITIVE BEHAVIOR INTERVENTION SUPPORTS AND STUDENT SAFETY PERCEPTIONS" (2022). Dissertations and Theses. 313.
https://red.library.usd.edu/diss-thesis/313