School-Wide Positive Behavior Support effect on collective teacher efficacy

PDF (ελληνικά)
Published: Dec 12, 2022
Updated: 2022-12-12
Versions:
2022-12-12 (2)
DOI: https://doi.org/10.12681/dial.30039
Keywords:
School-Wide Positive Behavior Support collective efficacy primary education teachers
Theodoros Goutas
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
https://orcid.org/0000-0002-9531-447X
Abstract

School-Wide Positive Behavior Support (SWPBS) effective implementation requires teachers to cooperate to teach a common set of social behavior rules for students. Teachers’ collective efficacy is related to their level of cooperation, their teaching strategies, and students’ discipline at school. The purpose of this study was to investigate the effect of SWPBS on teachers’ collective efficacy. 265 teachers (N experimental = 131 and N control =134) from 30 schools (n experimental = 15 and n control = 15) took part in the study. Participants completed the Collective Teacher Belief Scale. Independent samples and paired-samples tests, as well as mixed between-within subjects analysis of variance with two repeated measures were conducted (before and after the intervention), to assess its impact on participants’ collective efficacy. No significant differences were observed between the two groups’ collective efficacy before the intervention and both groups improved their collective efficacy after the intervention. However, the experimental group significantly improved its overall score because of the positive effect of the intervention. Finally, time and group factors had significant main effects of small to medium size on collective efficacy of the experimental group.

Article Details
  • Section
  • New researchers
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
Author Biography
Theodoros Goutas, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Εκπαιδευτικός, Δρ. Επιστημών Αγωγής και Εκπαίδευσης, Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

References
Anderson, C., & Kincaid, D. (2005). Applying behavior analysis to school violence and discipline problems: schoolwide positive behavior support. The Behavior Analyst, 29, 49–63.
Bambara, L. M., & Kern, L. (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans. Guilford Publications.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Bear, G. G. (2012). Both Suspension and Alternatives Work, Depending on One’s Aim. Journal of School Violence, 11(2), 174–186. https://doi.org/10.1080/15388220.2012.652914
Bevans, K., Bradshaw, C., Miech, R., & Leaf, P. (2007). Staff- and school-level predictors of school organizational health: A multilevel analysis. Journal of School Health, 77(6), 294–302. https://doi.org/10.1111/j.1746-1561.2007.00210.x
Bohanon, H., Fenning, P., Carney, K. L., Minnis-Kim, M. J., Anderson-Harriss, S., Moroz, K. B., Hicks, K. J., Kasper, B. B., Culos, C., Sailor, W., & Pigott, T. D. (2006). Schoolwide Application of Positive Behavior Support in an Urban High School: A Case Study. Journal of Positive Behavior Interventions, 8(3), 131–145. https://doi.org/10.1177/10983007060080030201
Bohanon, H., & Wu, M.-J. J. (2014). Developing buy-in for positive behavior support in secondary settings. Preventing School Failure, 58(4), 223–229. https://doi.org/10.1080/1045988X.2013.798774
Borgen, N. T., Kirkebøen, L. J., Ogden, T., Raaum, O., & Sørlie, M. A. (2020). Impacts of school-wide positive behaviour support: Results from National Longitudinal Register Data. International Journal of Psychology, 55(S1), 4–15. https://doi.org/10.1002/ijop.12575
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/10.1177/1098300709334798
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBIS plus model. Advances in School Mental Health Promotion, 5(3), 177–193. https://doi.org/10.1080/1754730X.2012.707429
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136–e1145. https://doi.org/10.1542/peds.2012-0243
Bryer, F., & Beamish, W. (2019). Scaling Up Behavioural Support in the USA (pp. 49–65). https://doi.org/10.1007/978-981-13-7177-6_3
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2011). The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes. RMLE Online, 35(4), 1–14. https://doi.org/10.1080/19404476.2011.11462087
Chitiyo, J. (2016). Implementation of Basic School-Wide Positive Behavior Intervention Supports By School Personnel. Men Disability Society, 4(34), 5–14. https://doi.org/10.5604/17345537.1233863
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press.
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16(4), 361–381. http://www.jstor.org/stable/42899326
Deltour, C., Dachet, D., Monseur, C., & Baye, A. (2021). Does SWPBIS increase teachers’ collective efficacy? Evidence from a quasi-experiment. Frontiers in Education.
DeWitt, P. (2019). How collective teacher efficacy develops. Educational Leadership, 76(9), 31–35.
DeWitt, P. M. (2017). School climate: Leading with collective efficacy. Corwin Press.
Donohoo, J. (2018). Collective teacher efficacy research: Productive patterns of behaviour and other positive consequences. Journal of Educational Change, 19(3), 323–345.
Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40–44.
Eklund, K., Griffiths, C., & Newton, K. (2017). Systems Change in Schools: Class and School-Wide Approaches to Addressing Behavioural and Academic Needs BT - Handbook of Australian School Psychology: Integrating International Research, Practice, and Policy (M. Thielking & M. D. Terjesen (eds.); pp. 457–479). Springer International Publishing. https://doi.org/10.1007/978-3-319-45166-4_23
Estrapala, S., Rila, A., & Bruhn, A. L. (2020). A Systematic Review of Tier 1 PBIS Implementation in High Schools. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720929684
Farkas, M. S., Simonsen, B., Migdole, S., Donovan, M. E., Clemens, K., & Cicchese, V. (2012). Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation. Journal of Emotional and Behavioral Disorders, 20(4), 275–288. https://doi.org/10.1177/1063426610389615
Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2015). Relationship Between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools. Journal of Positive Behavior Interventions, 18(1), 41–51. https://doi.org/10.1177/1098300715580992
Gage, N. A., Lee, A., Grasley-Boy, N., & Peshak G., H. (2018). The Impact of School-Wide Positive Behavior Interventions and Supports on School Suspensions: A Statewide Quasi-Experimental Analysis. Journal of Positive Behavior Interventions, 20(4). https://doi.org/10.1177/1098300718768204
Georgiou, S. N., & Stavrinides, P. (2008). Bullies, victims and bully-victims: Psychosocial profiles and attribution styles. School Psychology International, 29(5), 574–589. https://doi.org/10.1177/0143034308099202
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. In Journal of Educational Psychology (Vol. 93). https://doi.org/10.1037/0022-0663.93.3.467
Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818.
Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/10.3102/00028312037002479
Goutas, T., Trikkaliotis, I., Kliapis, P., Gregoriadis, A., Tsigilis, N., Theodosiou, A., & Grammatikopoulos, V. (2021). Implementation of the School-Wide Positive Behavior Interventions and Supports Approach in 30 Greek primary schools. 2nd World Conference on Research in Social Sciences, 47–58. https://www.dpublication.com/wp-content/uploads/2021/03/23-5333.pdf
Gray, J., Kruse, S., & Tarter, C. J. (2017). Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy. Educational Research Applications, 1, 1–8.
Han, J., Yin, H., Wang, J., & Bai, Y. (2020). Challenge job demands and job resources to university teacher well-being: the mediation of teacher efficacy. Studies in Higher Education, 45(8), 1771–1785.
Hawken, L., Adolphson, S., Macleod S., & Schuman, J. (2009). Secondary-Tier Interventions and Supports. In W. Sailor, G. Sugai, G. Dunlap, & R. Horner (Eds.), Handbook of positive behavior support (pp. 395–420). Springer. https://doi.org/10.1007/978-0-387-09632-2
Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An Example of Applied Behavior Analysis Implemented at a Scale of Social Importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4
Horner, R., Sugai, G., & Lewis, T. (2015). Is School-Wide Positive Behavior Support an evidence-based practice? https://www.pbis.org/research
Kazdin, A. (2012). The token economy: A review and evaluation. Springer Science & Business Media.
Kelm, J. L., & McIntosh, K. (2012). Effects of school-wide positive behavior support on teacher self-efficacy. Psychology in the Schools, 49(2), 137–147. https://doi.org/10.1002/pits.20624
Khong, J. Z. N., Liem, G. A. D., & Klassen, R. M. (2017). Task performance in small group settings: the role of group members’ self-efficacy and collective efficacy and group’s characteristics. Educational Psychology, 37(9), 1082–1105.
Kilgus, S. P., Eklund, K., & von der Embse, N. P. (2019). Psychometric defensibility of the Intervention Selection Profile-Social Skills (ISP-SS) with students at risk for behavioral concerns. Psychology in the Schools, 56(4), 526–538. https://doi.org/10.1002/pits.22214
Lee, A., Gage, N. A., McLeskey, J., & Huggins-Manley, A. C. (2021). The Impacts of School-Wide Positive Behavior Interventions and Supports on School Discipline Outcomes for Diverse Students. The Elementary School Journal, 121(3), 410–429. https://doi.org/10.1086/712625
Lewis, T., & Sugai, G. (1999). Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management. Focus on Exceptional Children, 31(6), 1–31. https://librarylink.uncc.edu/login?url=http://search.ebscohost.com.librarylink.uncc.edu /login.aspx?direct=true&db=ehh&AN=1859974&site=ehost-live&scope=site
McDonald, R. P. (2013). Test theory: A unified treatment. Psychology Press.
Mendez, L. (2003). Predictor of school suspension and negative outcomes: A longitudinal investigation. New Directions for Youth Development, 2003, 17–33. https://doi.org/10.1002/yd.52
Mitchell, B. S., Hatton, H., & Lewis, T. J. (2018). An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes. Journal of Positive Behavior Interventions, 20(4), 239–250. https://doi.org/10.1177/1098300718768217
Nelen, M. J. M., Blonk, A., Scholte, R. H. J., & Denessen, E. (2020). School-Wide Positive Behavior Interventions and Supports: Fidelity of Tier 1 Implementation in 117 Dutch Schools. Journal of Positive Behavior Interventions, 22(3), 156–166. https://doi.org/10.1177/1098300719879621
Nelen, M. J. M., Willemse, T. M., van Oudheusden, M. A., & Goei, S. L. (2020). Cultural Challenges in Adapting SWPBIS to a Dutch Context. Journal of Positive Behavior Interventions, 22(2), 105–115. https://doi.org/10.1177/1098300719876096
Park, J., Lee, H. J., & Kim, Y. (2019). School-wide positive behavior support in six special schools of South Korea: processes and outcomes across years. International Journal of Developmental Disabilities, 65(5), 337–346. https://doi.org/10.1080/20473869.2019.1647729
Ross, J. A., Hogaboam-Gray, A., & Gray, P. (2004). Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy. Leadership and Policy in Schools, 3(3), 163–188. https://doi.org/10.1080/15700760490503689
Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128. https://doi.org/10.1177/1098300711413820
Ross, Scott W., & Horner, R. H. (2013). Bully Prevention in Positive Behavior Support: Preliminary Evaluation of Third-, Fourth-, and Fifth-Grade Attitudes Toward Bullying. Journal of Emotional and Behavioral Disorders, 22(4), 225–236. https://doi.org/10.1177/1063426613491429
Rudasill, K. M., Reichenberg, R. E., Eum, J., Barrett, J. S., Joo, Y., Wilson, E., & Sealy, M. (2020). Promoting higher quality teacher–child relationships: The insights intervention in rural schools. International Journal of Environmental Research and Public Health, 17(24), 1–12. https://doi.org/10.3390/ijerph17249371
Sardina, J. J. (2012). Effects of Positive Behavior Support System on Student Learning in K-12 Rural Classrooms.
Skaalvik, E. M., & Skaalvik, S. (2019). Teacher self-efficacy and collective teacher efficacy: relations with perceived job resources and job demands, feeling of belonging, and teacher engagement. Creative Education, 10(07), 1400.
Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74(4), 565–581. https://doi.org/10.1348/0007099042376427
Sørlie, M. A., & Ogden, T. (2007). Immediate impacts of PALS: A schoolwide multi-level programme targeting behaviour problems in elementary school. Scandinavian Journal of Educational Research, 51(5), 471–492. https://doi.org/10.1080/00313830701576581
Sørlie, M. A., Ogden, T., & Olseth, A. R. (2016). Examining Teacher Outcomes of the School-Wide Positive Behavior Support Model in Norway: Perceived Efficacy and Behavior Management. SAGE Open, 6(2). https://doi.org/10.1177/2158244016651914
Sørlie, M. A., & Torsheim, T. (2011). Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement, 22(2), 175–191. https://doi.org/10.1080/09243453.2011.563074
Stavrinides, P., Paradeisiotou, A., Tziogouros, C., Lazarou, C., Of, N., Of, I., Of, I., & Of, I. (2010). Prevalence of Bullying Among Cyprus Elementary and High School Students. International Journal of Violence and School, 11, 114–128. http://www.ijvs.org/files/Revue-11/05.-Stavrinides-Ijvs-11.pdf
Stratton, E. A. (2015). Examining the impact of school wide positive behavior support on teacher self-efficacy in rural middle schools [The University of Memphis]. In ProQuest Dissertations and Theses. https://search.proquest.com/docview/1845054025?accountid=8359
Sugai, G., & Horner, R. (2002). The Evolution of Discipline Practices: School-Wide Positive Behavior Supports. Child & Family Behavior Therapy, 24(1–2), 23–50. https://doi.org/10.1300/J019v24n01_03
Sugai, G., & Horner, R. H. (2009). Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches. Exceptionality. https://doi.org/10.1080/09362830903235375
Τσιγγίλης, Ν., Καραμανέ, Ε., & Κατσά, Μ. (2021). Διερεύνηση της σχέσης μεταξύ της συναισθηματικής νοημοσύνης των διευθυντών με τη συλλογική αποτελεσματικότητα των εκπαιδευτικών και την επαγγελματική τους ικανοποίηση. Προσχολική & Σχολική Εκπαίδευση, 9(2), 156–174. https://doi.org/10.12681/ppej.26155
Theodoridou, Z., & Koutsoklenis, A. (2013). Functional Behavioral Assessment for a Boy With Duchenne Muscular Dystrophy and Problem Behavior: A Case Study From Greece. Assessment for Effective Intervention, 39(1), 54-64.
Tschannen-Moran, M., & Barr, M. (2004). Fostering Student Learning: The Relationship of Collective Teacher Efficacy and Student Achievement. Leadership and Policy in Schools, 3(3), 189–209. https://doi.org/10.1080/15700760490503706
Tyre, A., Feuerborn, L., Beaudoin, K., & Bruce, J. (2020). Middle School Teachers’ Concerns for Implementing the Principles of SWPBIS. Journal of Positive Behavior Interventions, 22(2), 93–104. https://doi.org/10.1177/1098300719867858
Utley, C. A., Kozleski, E., Smith, A., & Draper, I. L. (2002). Positive Behavior Support: A Proactive Strategy for Minimizing Behavior Problems in Urban Multicultural Youth. Journal of Positive Behavior Interventions, 4(4), 196–207. https://doi.org/10.1177/10983007020040040301
Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2020). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720916716
Vatou, A., & Vatou, A. (2019). Collective teacher efficacy and job satisfaction. Psychometric properties of the CTE scale. Journal of Contemporary Education, Theory & Research, 3(2), 29–33. https://doi.org/10.5281/zenodo.3635040
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection. Archives of Pediatrics & Adolescent Medicine, 166(2), 149–156. https://doi.org/10.1001/archpediatrics.2011.755
Wang, S.-L., Hsu, H.-Y., Lin, S. S. J., & Hwang, G.-J. (2014). The role of group interaction in collective efficacy and CSCL performance. Journal of Educational Technology & Society, 17(4), 242–254.
Wilcox, K. C., & Lawson, H. A. (2018). Teachers’ agency, efficacy, engagement, and emotional resilience during policy innovation implementation. Journal of Educational Change, 19(2), 181–204.