Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2020
Committee Chair or Co-Chairs
Pam Scott
Committee Members
Virginia Foley, William Flora, Richard Griffin, Heather Moore
Abstract
The purpose of this study was to determine if there is a difference between the implementation of positive behavior supports and teacher stress? Previous research conducted by Ross, Romer, and Horner (2011) reported that teachers who work in schools that effectively implement Positive Behavior Supports (PBIS) had lower levels of stress and higher levels of efficacy. The current study investigated the difference between the PBIS and teacher stress. Additionally, this study sought to determine if teachers age, years of teaching experience, and gender had an impact on teacher stress. Data collection strategies included two surveys, Effective Behavior Support and the Teacher Stress Inventory. The survey instrument consisted of 65 statements that asked respondents to indicate their degree of agreement on a 7-point Likert scale. Using two ANOVA’s and two independent sample t-test, 104 participant surveys across three school district groups were analyzed. Results revealed that there was no statistically significant difference in positive behavior supports and interventions and teacher stress. Additionally, there were no statistically significant difference in teachers age, years of teaching, and gender and teacher stress.
Document Type
Dissertation - unrestricted
Recommended Citation
Street, Robin, "Positive Behavior Supports and Teacher Stress" (2020). Electronic Theses and Dissertations. Paper 3842. https://dc.etsu.edu/etd/3842
Copyright
Copyright by the authors.