Perceptions and Concerns of Elementary Teachers and Principals Toward the Implementation of a School-wide Positive Behavior Support Innovation
Perceptions and Concerns of Elementary Teachers and Principals Toward the Implementation of a School-wide Positive Behavior Support Innovation

Author: Susan L. Angstadt

Publisher:

Published: 2012

Total Pages: 156

ISBN-13:

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The purpose of this qualitative study was to examine the perceptions and concerns of elementary teachers and principals toward the implementation of a school-wide positive behavior support (SWPBS) innovation. In addition, the study explored the factors that elementary teachers and principals perceived positively or negatively influenced the implementation and sustainability of SWPBS. The study was conducted in three elementary schools in two school districts in southeastern Pennsylvania. A total of sixty-three elementary teachers and three principals participated in the study by completing two online survey instruments. The researcher also interviewed some of the participants to gain additional knowledge about the implementation of SWPBS. The results of the study indicated that many of the elementary teachers reported having concerns related to the implementation of SWPBS and how it affects them personally and professionally. The specific concerns varied depending upon the participant's knowledge, use, and experience with implementing SWPBS; however, the data revealed that both teachers and principals are concerned with the management of SWPBS in terms of time, effort, and data collection responsibilities. Furthermore, the results suggested that the perceptions and concerns of elementary teachers and principals toward SWPBS can have a significant impact on the implementation and sustainability of this innovation.

A Study of Elementary Educators' Perceptions and Experiences Related to the Implementation Process of the Responsive Classroom Approach
A Study of Elementary Educators' Perceptions and Experiences Related to the Implementation Process of the Responsive Classroom Approach

Author: Tammy L. Mild

Publisher:

Published: 2018

Total Pages: 292

ISBN-13:

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Administrators and educators face increasing challenges to prepare students for standardized test while simultaneously supporting each child's behavioral, social, emotional and physical growth and wellbeing. The philosophy and teaching practices of The Responsive Classroom Approach offers educators tools to bring balance to the whole child. The current investigation examines the implementation efforts of seven educators in a small rural school district. This school district has a building-wide (Positive Behavior Intervention Support) system in place, while a small group of educators are using the Responsive Classroom Approach. The current investigation utilizes a mixed-methods approach. A short self-assessment reflection was used as a warm-up activity, and Q methodology provided the basis to gain quantitative and qualitative results. Results indicate that all response variance loaded on one perspective, explaining more than 70% of the variance in the Q-sort. The current study revealed an increase in educator job satisfaction related to Responsive Classroom implementation. Participants also revealed that collegial collaboration was one of the strongest factors related to successful Responsive Classroom implementation.

Elementary Teacher Perspectives Regarding Principals' Roles in Implementing New School Initiatives
Elementary Teacher Perspectives Regarding Principals' Roles in Implementing New School Initiatives

Author: Greg W. Anderson

Publisher:

Published: 2014

Total Pages: 106

ISBN-13:

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This qualitative study examined elementary teachers' perspectives regarding their principals' roles in motivating them to engage in new district initiatives. The goal was to identify specific principals' actions that either motivated teachers to change or reinforced their resistive behaviors. Participants included elementary classroom teachers of students in grades kindergarten through sixth grade from rural and suburban school districts located in south-central Pennsylvania. In order to determine these teachers' perceptions, data were collected through surveys, open-ended questions, and face-to-face interviews. Prior research concluded that seven critical principals' behaviors were necessary to successfully implement new initiatives in schools - trust, sense of urgency, vision, communication, shared leadership, empowerment, and motivation. However, insufficient research existed to demonstrate that teachers perceived these behaviors as necessary to influencing them to engage in change. Results from this study revealed that teachers' perceptions of these behaviors supported previous research. Teachers perceived these seven principals' behaviors as critical for motivating teachers to participate in new district initiatives.

Creating Equitable Practices in PBIS
Creating Equitable Practices in PBIS

Author: Nikole Y. Hollins-Sims

Publisher: CRC Press

Published: 2022-12-20

Total Pages: 111

ISBN-13: 1000806529

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This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.

Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy
Elementary Teachers' Perceptions on the Influence of Principals' Behaviors and Actions on School Culture, School Climate, and Teacher Self-efficacy

Author: Natalie R. Neopolitano-Salmon

Publisher:

Published: 2019

Total Pages: 93

ISBN-13:

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This study examined the perceptions of teachers regarding the influence of the actions and behaviors of principals that impact school culture, school climate, and teacher self-efficacy. Sixty-five elementary public school teachers of grades kindergarten through fifth grade, across all subject and content areas, participated in this study. Data were collected through the use of online surveys as well as interviews with a limited number of participants. The results suggested the participating teachers agreed that particular aspects of a principal's actions and behaviors have an impact on school culture, school climate, and teacher self-efficacy. Particularly, the results of this study revealed that the aspects of support from the principal, trust among stakeholders, along with mutual respect among all, contribute to a positive school environment. Since this study was focused on three particular public school districts in southeastern Pennsylvania, the perceptions of the participants of this study may not be generalized to all teachers in elementary education. However, the impact of actions and behaviors of principals on school culture, school climate, and teacher self-efficacy was supported by research, which may prove beneficial to current and future educators.

Teacher Attitudes
Teacher Attitudes

Author: Marjorie Powell

Publisher: Routledge

Published: 2018-06-12

Total Pages: 353

ISBN-13: 0429944489

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Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.

Restorative Practices in Schools
Restorative Practices in Schools

Author: Margaret Thorsborne

Publisher: Taylor & Francis

Published: 2017-07-05

Total Pages: 67

ISBN-13: 1351704052

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Outlines the techniques to learn and apply when planning and facilitating school conferences. This book contains key documents such as preparation checklist, conference script, typical agreement, evaluation sheet and case studies. It includes guidance on: analysing school practice; deciding whether to hold a conference; and preparing a conference.

Seven Steps for Developing a Proactive Schoolwide Discipline Plan
Seven Steps for Developing a Proactive Schoolwide Discipline Plan

Author: Geoff Colvin

Publisher: Corwin Press

Published: 2017-10-04

Total Pages: 169

ISBN-13: 1506343481

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Emphasizing the critical roles that collaboration and teamwork play in achieving success, this powerful resource presents a seven-step process to assist administrators and teachers in working together to develop and implement a practical and proactive schoolwide discipline plan.