The Technical Assistance Center on Positive Behavioral Interventions and Supports (2010) publish a periodic bulletin on numerous subjects, including inquiries into how teachers perceive SWPBS effectiveness. As stated by Horner, Sugai, and Anderson (2010), teachers were quite satisfied with SWPBS as long as they perceive the program was implemented correctly in the first place. Teachers’ positive views of the program, suggested Ayers (2017), are contingent upon the manner in which their administrators introduced the program to them. He also advised that providing teachers with data concerning the amount of their school’s disciplinary referrals enabled teachers to visualize SWPBS’s ability to reduce problem behaviors and boost effective teaching. Strategies such as these on the front end helped teachers to view the significance of SWPBS in their school (Ayers (2017). In his dissertation, Gleason (2012) argued that when using SWPBS, teachers are not only
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Correspondingly, Wasilewski, Gifford, and Bonneau (2008) reported to the North Carolina Department of Public Instruction about eight public schools and their teachers’ involvement with SWPBS. Their report suggested that 43% of North Carolina public school teachers responding to a survey were “very satisfied with their overall experience” (p. 26) with SWPBS.
In another study, Cooper (2010) established that administrators who were encouraging and accessible and who provided continuing SWPBS education increased the likelihood that teachers perceived the program positively in three public schools in Maryland. Moreover, an increase in professional SWPBS education produced a constructive learning environment that teachers believed guided students to improved academic success (Bradshaw & Leaf,
Correspondingly, Wasilewski, Gifford, and Bonneau (2008) reported to the North Carolina Department of Public Instruction about eight public schools and their teachers’ involvement with SWPBS. Their report suggested that 43% of North Carolina public school teachers responding to a survey were “very satisfied with their overall experience” (p. 26) with SWPBS.
In another study, Cooper (2010) established that administrators who were encouraging and accessible and who provided continuing SWPBS education increased the likelihood that teachers perceived the program positively in three public schools in Maryland. Moreover, an increase in professional SWPBS education produced a constructive learning environment that teachers believed guided students to improved academic success (Bradshaw & Leaf,