Title page for ETD etd-08302011-123352


Type of Document Dissertation
Author Hill, Kara L.
Author's Email Address karahill@lsu.edu
URN etd-08302011-123352
Title Perceptions of Faculty and Staff of the Positive Behavior Process Utilizing Team Process and Staff Satisfaction Survey
Degree Doctor of Philosophy (Ph.D.)
Department Human Resource Education Workforce Development
Advisory Committee
Advisor Name Title
Machtmes, Krisanna Committee Chair
Denny, R. Kenton Committee Member
Johnson, Earl Committee Member
Fox, Janet Committee Member
Hill, R. Carter Dean's Representative
Keywords
  • Positive Behavior Interventions & Supports
  • Staff Satisfaction
  • Team Process
  • Bronfenbrenner
Date of Defense 2011-06-24
Availability unrestricted
Abstract
There is a great need in education to find innovative ways to increase the amount of instructional time spent in classrooms. One way this can be accomplished is by improving the school climate through the use of Positive Behavior Interventions and Support (PBIS). Teachers can improve upon their own behaviors towards students, so that student problem behaviors do not escalate to the point of suspensions and expulsions.

The PBIS philosophy embraces the idea that while humanistic values should not replace empiricism, these values should inform empiricism. Science tells us how we can change things, but values tell us what is worth changing (Carr, 1996; Carr & Durand, 1985). PBIS represents a melding of values and technologies which are judged not only with respect to efficacy (a technological criterion), but also with respect to their ability to enhance personal dignity and opportunities for choice (a values criterion). Thus, the approach eschews the use of strategies that members of the community judge to be dehumanizing or degrading (Horner et al., 1996).

The present study examines faculty and staff perceptions of the Leadership Team and the PBIS process as it functions in their school. Faculty and staff utilized for this study were employed in primary and secondary schools in Louisiana that had implemented PBIS at least six months prior to survey completion. The PBIS Staff Satisfaction Survey and the Team Process Survey are the two surveys utilized for the purpose of this study. Participants were surveyed about their satisfaction of school-wide positive behavior support on their school campus and the team process survey was given to all school-wide leadership team members to determine how their team is functioning as a school-wide positive behavior support team.

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