THE ROLE OF LEADERSHIP IN PROMOTING POSITIVE BEHAVIOR INTERVENTIONS IN URBAN SECONDARY SETTINGS

Abstract

Positive behavior interventions and supports (PBIS) is a framework for organizing evidence-based interventions into a unique curriculum that enhances the academic and social behavior outcomes for all students. This study explores the role of leadership in promoting a school climate that supports PBIS and the extent, effect, and challenges faced upon implementation of PBIS policies in one urban secondary setting. Successful implementation requires administrative support and teacher buy-in. This mixed methods research design provides a more complete understanding of secondary teacher implementation of PBIS through the creation of professional development opportunities on the topic and through the promotion of a school culture that supports PBIS. Pre-test and post-test surveys were conducted using the School-wide Evaluation Tool and the PBS Teacher Satisfaction Survey along with a researcher reflection and discipline data collection to increase the richness of data. High turnover in administration and school staff just prior to the beginning of the study limited the success of year one PBIS implementation. While gains were made in the level of implementation the lack of support from new school administration counteracted any progress made by the Behavior Intervention Team. Open response items were collected to determine areas where school leaders could make improvements in leadership practices and professional development offerings to better support PBIS. The findings indicate that lack of consistency among administrators and staff led to lowered teacher satisfaction with the process.

Keywords: positive behavior interventions, professional development, leadership