Document Type

Thesis

Date of Degree Completion

Spring 2017

Degree Name

Master of Science (MS)

Department

Psychology

Committee Chair

Dr. Terrance Schwartz

Second Committee Member

Dr. Susan Lonborg

Third Committee Member

Dr. Heath Marrs

Abstract

The purpose of this study was to assess the relationship between perceptions of Positive Behavior Interventions and Supports (PBIS), a behavior change system implemented in schools, length of teaching experience, and teacher perceptions of school climate. The sample for this study was made up of certified teachers in schools that had implemented PBIS, and from schools that had not implemented PBIS, located in Washington State. Data were collected from two surveys, one of which measured teacher perceptions of PBIS and the other measured teacher perceptions of school climate. A simultaneous multiple regression analysis was performed to determine if there was a relationship. Results showed that teachers who reported more positive perceptions of PBIS also had more positive perceptions of their school climate, with the PBIS survey predicting 53.6% of the variance in the school climate survey. This result strongly supports implementation of PBIS as a way to create a more positive school climate. There was not a significant relationship between years of certified teaching experience and perceptions of school climate.

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