Date of Award

Spring 5-9-2026

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Steve Bounds

Third Committee Member

Dr. Brent Miller

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

Schools and educators are facing more behavioral issues than ever before from students. In rural schools, the disadvantage is even greater due to limited resources and funding. These behaviors start in elementary school and left unabated, progress. Effective methods to combat these behaviors are in great demand. This study suggests that PBIS methods are an effective tool for schools to utilize. Five teachers and a principal from five different rural elementary schools were interviewed to analyze their perceptions of PBIS usage in their schools. Transcripts were transcribed using Otter.ai and analyzed to identify deductive and inductive codes. These codes led to emerging themes that tied in with behaviorism and its tenets. These themes were then evaluated to measure effective and ineffective practices of PBIS. A new theory even emerged along the way. Key findings were developed to reveal principal and teacher perceptions, effective implementation strategies, and the strengths and weaknesses of PBIS use.

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