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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?


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O'Kelly, LM 2010 , '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?', Research Master thesis, University of Tasmania.

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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
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.

Item Type: Thesis - Research Master
Authors/Creators:O'Kelly, LM
Keywords: Teacher effectiveness, School improvement programs, Problem children
Copyright Holders: The Author
Copyright Information:

Copyright 2010 the author

Additional Information:

Available for use in the Library and copying in accordance with the Copyright Act 1968, as amended. Thesis (MEd)--University of Tasmania, 2010. Includes bibliographical references

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