Lived Experiences of Filipino Special Education Teachers in Implementing Positive Behavioral Interventions and Supports (PBIS): Implications for Classroom Environment in South Carolina

This study explores the lived experiences of Filipino special education (SPED) teachers implementing Positive Behavioral Interventions and Supports (PBIS) and the perceived implications for classroom environments in selected South Carolina school contexts. Specifically, it examines teachers' implementation experiences, perceived changes in student behavior and classroom climate, challenges and successes, and practices considered helpful in promoting positive learning environments. The study adopts a descriptive qualitative design using a phenomenological approach, guided by Colaizzi's seven-step method of data analysis. The manuscript presents a provisional qualitative analysis of narratives from 12 Filipino SPED teachers working in elementary, middle, and high school settings. Bandura's Social Learning Theory and Bronfenbrenner's Ecological Systems Perspective provide theoretical lenses for understanding behavioral teaching, professional experiences, cultural influences, and organizational conditions. The provisional analysis identifies five thematic categories: (1) PBIS as Structured Practice Learned Through Experience; (2) PBIS as Instructional and Relational Work; (3) PBIS as Culturally Interpreted Practice; (4) Perceived Classroom Improvement as Gradual and Differentiated; and (5) PBIS as Practice Negotiated Within Contextual Constraints. These themes suggest that PBIS implementation involves more than behavior management. It requires explicit instruction, positive relationships, culturally responsive practices, individualized support, and collaboration among school personnel. The accounts associate PBIS-related practices with more predictable routines, increased participation, improved communication, and emerging student independence, while identifying limited preparation, inconsistent implementation, workload, and insufficient collaboration as challenges. The study concludes provisionally that PBIS is understood as a structured, yet flexible process shaped by teachers' professional experiences, cultural interpretations, and school environments. As a practical output, the study proposes a Cultural and Ecological PBIS Classroom Support Toolkit to guide classroom planning, reflective practice, coaching, and collaborative behavioral support. Verification of the original interview records and analytical procedures remains necessary before the thematic findings can be presented as authenticated empirical results. The proposed toolkit also requires review and field evaluation.