Date of Award
1-1-2022
Document Type
Thesis
Degree Name
Ed.S. in Educational Leadership
First Advisor
Doug Davis
Second Advisor
Wilner Bolden
Third Advisor
Mandy Perryman
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
Establishing positive relationships in a school is essential to how the administrators, teachers, students, and staff shape the culture and climate in the learning environment. The purpose of the applied research project was to implement a school wide PBIS program at Johnson Elementary School. Providing the staff with PBIS initial and ongoing professional development was a vital component of the research project. Additionally, utilizing a PBIS Team was pivotal in the project's sustainability. Based on the two-year pre- and post-PBIS implementation data, student discipline decreased significantly with the onset and continuation of PBIS during the 1st year of implementation; however, the out-of-school suspension rate remained the same. PBIS is a tool to standardize positive behavior and create systematic approaches to student misbehavior. This project collected student discipline data, student achievement data, and teacher focus group responses. Barriers to the research project were the in-district transfer of the school principal after year two implementation, virtual learning, and school closures due to the COVID-19 pandemic. Nevertheless, these findings indicate a need to use PBIS further in subsequent years.
Recommended Citation
Johnson, Authur, "Implementing Positive Behavior Interventions and Supports at Johnson Elementary School: An Applied Research Study" (2022). Electronic Theses and Dissertations. 2439.
https://egrove.olemiss.edu/etd/2439
Concentration/Emphasis
Educational Leadership, K-12