Staff Buy-In to Implementation of Positive Behavioral Interventions and Supports at Elementary Schools in Middle Georgia: A Qualitative Exploratory Case Study

Abstract

Success of the Positive Behavioral Interventions and Supports (PBIS) framework relies upon school-wide participation and buy-in. The problem was that failure to attain staff buy-in impedes the successful implementation of PBIS. While research on school leadership and PBIS separately is vast, a gap exists in the literature identifying leader and staff perceptions of buy-in to PBIS. The purpose of this qualitative exploratory case study was to explore elementary PBIS leader and staff perceptions regarding buy-in to the implementation of PBIS at elementary schools in middle Georgia. PBIS is built upon behaviorism and transactional leadership theory, which provided the basis of the theoretical framework and the foundation for this research. Four research questions were written to explore the perceptions regarding staff buy-in, impediments to and enhancements for implementing PBIS, and guided this study. Data for this qualitative case study was collected from the observations of three PBIS Team meetings and interviews with eight elementary PBIS leaders and eight elementary PBIS staff with at least one year of experience with the PBIS framework at three study sites. Inductive thematic analysis was used to collect, interpret, and analyze data from semi-structured observation and individual interviews. Results indicated that leaders and staff perceive that enhancing staff incentives, implementing ongoing PBIS professional learning, and increasing funding and staff resources may improve the PBIS culture and staff buy-in to the implementation of PBIS. Recommendations include a district-supported PBIS budget, PBIS leadership training, and ongoing PBIS professional learning for all staff.