Teacher Outcomes of School-Wide Positive Behavior Support

Scott W. Ross, Robert H. Horner

Research output: Contribution to journalArticlepeer-review


Thousands of schools throughout the country are now implementing School-Wide Positive Behavior Support (SWPBS) as a way to improve school culture, safety, and climate. Research is needed to assess the effects of implementing SWPBS on (a) teacher stress and (b) teacher efficacy. The present pilot study provides a preliminary study of these variables by analyzing self-report measures conducted by 20 teachers within schools of differing levels of SWPBS implementation. Results indicated a statistically significant relationship between SWPBS implementation and teacher perception of educational efficacy. Results did not indicate a significant relationship, but rather a trend in the anticipated direction, between SWPBS implementation and reduced perception of teacher stress. Limitations of the study are discussed and directions for future research are recommended.
Original languageAmerican English
JournalTeaching Exception Children Plus
StatePublished - 2007
Externally publishedYes


  • positive behavior support
  • teacher efficacy
  • teacher stress


  • Education
  • Social and Behavioral Sciences

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