Date of Award

Summer 8-11-2017

Level of Access Assigned by Author

Campus-Only Dissertation

Degree Name

Doctor of Philosophy (PhD)




Sid Mitchell

Second Committee Member

Jim Artesani

Third Committee Member

Susan Bennett-Armistead

Additional Committee Members

Bruno Hicks

Janet Spector


This study examined the relationships between implementation of a tiered system of support, Positive Behavior Interventions and Support (PBIS), and three teacher constructs: self-efficacy, collective efficacy, and attributions for students’ successes and failures. Due to federal mandates (e.g., No Child Left Behind [NCLB], 2002; Reauthorization of IDEA [IDEA], 2004) and aid to reform education and address the needs of at risk students, states such as Maine have required the implementation of evidence-based practices (EBP), including tiered systems of support (TSS). To date, limited data have been collected to examine the relationships between successful implementation of EBP and tiered frameworks, specifically PBIS and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and (a) Instructional Strategies subscale of the TSES; (b) Collective Efficacy Scale and both of its subscales; and (c) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET. The results revealed no change in student outcomes based on adequate yearly progress (AYP). Teachers with higher levels of self-efficacy and more positive attributions were more likely to endorse behavioral consequences aligned with the PBIS philosophy.