Theoretically Informed Analysis of Teacher Commitment to Implement PBIS

This study applies the theory of planned behavior (TPB) to an analysis of teacher responses in the U.S. to interview questions about commitment to implement Tier 1 positive behavior interventions and supports (PBIS). Qualitative thematic analysis resulted in 24 codes that were assigned to three themes derived from TPB: (a) attitudes toward PBIS, (b) normative beliefs about PBIS, and (c) perceived behavioral control of PBIS implementation. Results were also analyzed by commitment levels reported prior to interviews. The high-commitment group reported perceptions of improved relationships with students and no concerns about peers or leadership. The mid-commitment group reported concerns about their own knowledge of PBIS but a belief that they gain competence through experience and exposure. The low-commitment group reported concerns about the lack of positive student outcomes and perceived inequities in implementation. Results are discussed in terms of development of implementation strategies to support implementer commitment through alignment with previous work in TPB.