Teacher Perceptions of School Climate Based on Positive Behavior Intervention and Supports (PBIS) and Olweus Bullying Prevention Program (OBPP) Implementation

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Psanos, Brittany Rhea
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Middle Tennessee State University
Positive Behavioral Interventions and Supports (PBIS) is a research-based system that is designed to produce school-wide improvements in school climate (Weiss, Cunningham, Lewis, & Clark, 2005). Thesis research by Johnson (2011) indicated that PBIS had a limited effect on school climate as evidenced by the Organizational Health Inventory for Elementary Students (OHI-E) survey. The purpose of the current study was to examine the impacts of the implementation of PBIS and the Olweus Bulling Prevention Program (OBPP) on school climate in an elementary school in Middle Tennessee, given that the school had more experience with PBIS implementation. The OHI-E was used to collect data from school staff about teacher's perceptions of school climate and the Olweus Bullying Questionnaire (OBQ) was used to collect data about the school's bullying issues. As predicted, three out of five categories on the OHI-E showed statistically significant increases in scores based off of three survey administrations (i.e., spring 2012, fall 2012, spring 2013). Further, the OBQ (i.e., administered in May of 2011-2013) produced results that showed reduction in bullying behaviors and other areas related to school climate.
Bullying, OBPP, PBIS, Positive Behavior, School Climate