Teachers’, Counselors’, and Principals’ Perceptions of Positive Behavior Interventions at Schools: A Case Study

Date of Award


Document Type

Restricted Dissertation

Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Libi Shen, Ph.D.

Second Advisor

John D'Aguanno, Ed.D.

Third Advisor

Catherine Beck, Ed.D.


Positive Behavioral Interventions and Supports (PBIS) are inconsistently being implemented within schools. Students were not being intrinsically motivated, external feedback systems were not being reduced and replaced by a natural environment, and there was a lack of buy-in of the framework. The purpose of this study was to explore teachers’, counselors’, and principals’ perceptions of the effects and challenges of implementing PBIS at schools. This study adopted a qualitative method with a case study design to explore the perspectives and lived experiences of four counselors, four principals, and 17 teachers who all worked within an elementary school setting in a particular school district. The results indicated that the counselors and administrators felt strongly about the positive effects of PBIS, whereas teachers believed that PBIS produced negative, minimal, or no beneficial effects. The results revealed six major themes: inconsistency of PBIS implementation; improved focus for students on academics; student incentive to stay o­n track and complete assignments; students are not intrinsically motivated; student behavior improves because of consistent and predictable environment and expectations; and more training for teachers. The case study results demonstrated a need for the school district to provide yearly training for all staff members and to ensure consistency throughout the year. Future research was recommended.

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