The Impact of Positive Behavior Interventions and Supports on Kentucky Teachers’ Perceptions of Teaching Conditions

• In Event: Poster Session 9
  In Poster Session: Program Evaluation in Schools Poster Session

Abstract

This research study examined whether the implementation of the Positive Behavior Interventions and Supports (PBIS) framework positively impacted teacher perceptions of teaching conditions, as measured by the 2011 TELLKentucky statewide teacher survey. The study also investigated how varying levels of PBIS implementation fidelity affected academic and non-academic student outcomes. MANOVA and ANOVA analyses revealed significant differences between teacher perceptions in PBIS and control group schools. In PBIS schools, teachers had more positive perceptions of teaching conditions. Likewise, schools implementing PBIS at high-levels of fidelity were more positive than low-levels implementers, and had higher levels of student achievement outcomes, though overall outcome differences between PBIS and control group schools were not significant. Significance for practitioners, researchers, and policy makers is discussed.

Authors

• Gary W. Houchens, Western Kentucky University

• Jie Zhang, Western Kentucky University

• Chunling Niu, Western Kentucky University

• Kelly S. Davis, Kentucky Center for Instructional Discipline

• Kyong Hee Chon, Western Kentucky University