What impact does the implementation of school-wide positive behaviour support have on teachers' preceptions of their efficacy, attribution of problem behaviour and their perceived capacity to influence general school climate?

The aim of this research was to consider the capacity of a particular schoolwide system, Schoolwide Positive Behaviour Support (SWPBS) to challenge and positively influence the resilience of traditional beliefs and practices in the area of student behaviour, recognising the critical role of teacher belief and practice on student outcomes. There is a strong evidence base regarding the efficacy of the SWPBS process on such things as student outcomes and academic achievement, but little or insufficient descriptive data around teachers' experiences with the process, and those variables important in the process in relation to that experience. The nature of the research problem required the use of a Qualitative Research Approach as the priority for the research was to gain a rich and meaningful account of the experiences of teachers and principals implementing SWPBS, with particular reference to their confidence and approach in promoting positive student behaviour and their capacity to influence general school climate. A range of qualitative data gathering methods, including observation, workshop responses and semi-structured interviews, were used to facilitate a systematic and thorough investigation of participants' perceptions and understandings over a three year period. The sample comprised 44 SWPBS Leadership Teams (260 individual respondents) in Phase 2 of the study and 19 teachers and 6 principals from 6 schools in Phase 3. A content analysis of the workshop responses and transcribed interview data, using a modified grounded theory approach (Strauss & Corbin, 1990) enabled the extraction of themes to address the research questions. Reliability and validity was achieved through the study' s multi site, multi participant, and multi method approach allowing triangulation of the data. Strong evidence of the capacity of SWPBS to impact positively on teacher efficacy, attribution of problem behaviour and capacity to improve school climate was provided in the study; reflected in teacher and principal reports of increased confidence, altered attribution style in considering student behaviour and its causes, and of a wider repertoire of practices to both promote positive behaviour and respond to incidents of challenging behaviour. Additionally the study provided unique insights into how significant professional learning can be achieved with compelling evidence of the efficacy of the SWPBS process to facilitate that learning. In particular the finding in relation to the impact of the data component of the SWPBS process on teacher and principal learning is noteworthy and contributes to the research in this area. Overall, the study corroborated the literature in relation to those factors considered to be important in supporting high teacher efficacy, appropriate attribution of problem behaviour and positive school climate, and extended the research into an approach that has strong capacity to translate those factors into practice. The study has implications for policy makers when considering how to address system-wide change, school administrators who must grapple with tight professional development budgets and multiple priorities and yet bring about significant change for student learning, and for classroom teachers who consistently request assistance to develop new skills and understanding in the area of student behaviour.