Date of Award
January 2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
First Advisor
Dr. Pauline Stonehouse
Abstract
An ethnographic case study was used to examine roles of a principal in implementing and maintaining positive behavioral interventions and supports (PBIS) in one North Dakota elementary school. Observations, school documents, and semi-structured interviews were analyzed to identify the role of a principal. Skinner’s reinforcement theory and Bronfenbrenner’s bioecological systems theory served as
theoretical frameworks.
Research indicates a trend in the increase of PBIS in schools across the country. A
need remains to identify the role of elementary principals utilizing PBIS in North Dakota
elementary schools. Certified and classified staff were interviewed to examine their
perspectives on the role of an elementary school principal.
Eight themes emerged with one common theme being the most significant:
communication. Themes developed into three assertions that expanded upon
collaborative professionalism to innovate and improve PBIS for principals across North
Dakota.
Keywords: principals, positive behavioral interventions and supports (PBIS),
ethnography, ethnographic studies, leadership, school culture.
Recommended Citation
Wanzek, Angela, "The Role Of A Principal In Establishing And Maintaining Positive Behavioral Interventions And Supports (pbis): An Ethnographic Case Study" (2018). Theses and Dissertations. 2437.
https://commons.und.edu/theses/2437