Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Abstract

For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers’ perceptions of SWPBIS feasibility can help schools identify targeted supports to improve feasibility. Implementation climate, or the shared perception among implementers that their school supports implementation efforts, is known to promote high quality implementation. However, little is known about how individuals’ perceptions of their school’s implementation climate may influence their perceptions of feasibility. The lack of empirical evidence points to a need to explore whether educators’ shared and individual perceptions of implementation climate influence feasibility of implementing SWPBIS. Therefore, this study examines the link between teachers’ individual and shared perceptions of implementation climate related to the feasibility of implementing SWPBIS in a sample of 348 K-5 general education teachers across 39 elementary schools in the pacific northwestern United States. Results indicate that teachers who experience their schools’ implementation climate as positive are more likely to report SWPBIS as feasible, controlling for teachers’ shared perceptions of implementation climate. Implications for schools aiming to improve their implementation of SWPBIS, including the development of individualized implementation supports (e.g., tailoring implementation strategies to support each and every teacher), are discussed.

Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review

“…Although the classroom teacher was identified as a tool agent in 28% of the programs, this study found that 50% of staff members were engaged in the program, leading to positive outcomes. This finding is consistent with the study of Corbin et al (2022), who reported that when schools include educators and staff members such as school psychologists, special educators, and paraeducators, their responsibilities can differentially impact students' behavioral outcomes. In addition, staff members who leverage shared time to resolve behavioral issues and integrate SWPBIS with academic instruction can influence the successful outcome of classroom instruction and student behavior (Corbin et al 2022).…”

Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.

“…The measurement invariance of the IBA across teachers in different implementation roles and with different implementation experiences should be evaluated. Further, future research could evaluate if psychometric properties change if the general term “intervention” is replaced by a specific intervention name; a recent study documented limited impact of wording changes in sample of teachers’ rating items around school-based implementation (Corbin et al, 2022). Future research could take a different approach by conducting an exploratory CFA instead of an EFA given the grounding of the measure in the HAPA model.…”

“…Future research could take a different approach by conducting an exploratory CFA instead of an EFA given the grounding of the measure in the HAPA model. The IBA includes only a small number of factors; although these were specifically chosen due to their alignment with the HAPA, future research should evaluate the associations between these factors and other individual- and organizational-level determinants that can be reliability measured and demonstrate utility in practice (Corbin et al, 2022; Lyon et al, 2018). Further, there is an uneven number of items across the IBA factors, with considerably more items in the Implementation Self-Efficacy subscale; future research may evaluate options for more even subscales, and implications in practice.…”

Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS

“…Furthermore, being able to implement SWPBIS with fidelity may improve student outcomes (Bastable et al, 2020) and improve overall school climate (Ellis et al, 2022). When teachers improve confidence in their ability to use a framework like SWPBIS, there is an enhancement in teacher ability to manage or support student behavior in a sustained manner (Chitiyo et al, 2019; Fox et al, 2022), and, when teachers perceive their school as having a positive climate, they are more likely to report a framework like SWPBIS to be feasible (Corbin et al, 2022). In fact, studies have found teachers perceive the SWPBIS framework to be beneficial to their schools (Chitiyo & May, 2018; McDaniel et al, 2021), that its implementation improves school climate (Charlton et al, 2021; Mitchell et al, 2018), and reduces teacher burnout (Ross et al, 2012).…”