Dissertation/ Thesis
Teachers' Perceptions of Positive Behavior Intervention Supports and Student Safety Perceptions
| العنوان: | Teachers' Perceptions of Positive Behavior Intervention Supports and Student Safety Perceptions |
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| اللغة: | English |
| المؤلفون: | Renee Anderson |
| المصدر: | ProQuest LLC. 2022Ed.D. Dissertation, University of South Dakota. |
| الاتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 81 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Elementary School Teachers, Early Childhood Teachers, Kindergarten, Teacher Attitudes, Student Attitudes, Safety, Positive Behavior Supports, Program Implementation, Knowledge Level, Conflict Resolution, Fidelity, School Activities, Student Experience, Relationship, Skills, Prevention |
| ردمك: | 979-88-19-38908-9 |
| مستخلص: | 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). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29167907 |
| رقم الانضمام: | ED644100 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-88-19-38908-9 |
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