Examining the Impact of School Wide Positive Behavior Support on Teacher Self-Efficacy in Rural Middle Schools

The present study examines the effect of the implementation of School Wide Positive Behavior Support (SWPBS) on teacher self-efficacy in rural middle school. This quantitative study used the Teachers’ Sense of Efficacy Scale (TSES) and the Effective Behavior Support (EBS) survey to acquire results on individual teacher self-efficacy and the implementation of SWPBS in two Title I rural middle schools in the rural South. Middle School A, alias, Andreas Middle school had implemented SWPBS for three years, while Middle School B, alias, Beechnut Middle School had no formal implementation of SWPBS. The TSES and the EBS surveys were administered to a total sample of 56 middle school teachers. Participants completed paper and pencil tests consisting of descriptive data questions, as well as the TSES and EBS surveys. It was hypothesized that higher levels of Positive Behavior Support elements would create higher levels of teacher self-efficacy. The results indicated that there were higher levels of teacher self-efficacy in Andreas Middle School compared to Beechnut Middle school