Barbadian PK-3 Grade Teachers’ Perspectives of Positive Behavior Support Behavior Support
In Barbados, positive behavior support (PBS) has been introduced as an alternative to the use of harsh disciplinary practices, but Barbadian PK-3 grade teachers’ perspectives of PBS are not well understood. The purpose of this basic qualitative study was to explore Barbadian PK-3 grade teachers’ perspectives of PBS as an approach to managing classroom behavior. The conceptual framework for this study was derived from Bandura’s social cognitive theory and the PBS framework. The research question focused on Barbadian PK-3 grade teachers’ perspectives of PBS as an approach to managing classroom behavior. Semi-structured telephone and Zoom interviews were used to collect data from 12 Barbadian PK-3 grade teachers from multiple school sites, who were purposefully selected and recruited using the snowball sampling method. Interview transcripts were analyzed using open and axial coding. Through thematic analysis, three overarching themes emerged: Teachers perceived PBS as a more positive approach to classroom management than traditional approaches to discipline, felt capable using PBS but identified weaknesses associated with its use, and believed that both PBS and corporal punishment have a place in the Barbadian PK-3 classroom. Despite perceived barriers to its use, participants saw PBS as beneficial. Most participants did not believe PBS should replace corporal punishment. They advocated for the use of corporal punishment as a response to certain infractions and as a last resort. Findings from this study may bring about positive social change by providing PBS coaches with information to promote PBS and help PK-3 grade teachers implement a less harsh disciplinary approach in the PK-3 classroom.
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| Format: | Thesis biblioteca |
| Language: | en_US |
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Walden University
2021
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| Subjects: | PK-3 grade teachers, positive behavior support, classroom behavior, |
| Online Access: | https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=12004&context=dissertations https://hdl.handle.net/2139/56871 |
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