engleski

Exploring School Staff Views on Behavior Discipline Within SWPBS Across Five European Countries

Currently, research and implementation efforts across Europe are tailored to promoting positive, safe and inclusive school environments for all students. An already established American schoolwide framework that has been shown to improve student social and academic behaviors, teacher job satisfaction and overall school climate is the School-Wide Positive Behavior Supports (SWPBS) (Horner et al., 2009). In light of international efforts to transfer and adopt the SWPBS framework from an American context to other country-specific ones, this study aims to explore European school staff views on behavior discipline based on the SWPBS approach. Using the "Staff Perceptions of Behavior and Discipline" (Feuerborn, Tyre, & King, 2015), we identified 440 school staff members from elementary schools across five countries (Croatia, Cyprus, Greece, Netherlands, Spain) to administer the survey. The survey was translated in four languages following a backward-and-forward translation process. We utilized the statistical procedure of principal component analysis (PCA) with an orthogonal varimax rotation to identify main categories across countries. Results showed the presence of three factors as part of the SPBD with moderate to strong coefficient alphas: Sustainable change in school climate /cohesiveness and openness to change (.781) teaching and acknowledging behavioural expectations (.612) and philosophical views of behaviour and discipline (.586). Additionally, the three components with eigenvalues exceeding 1, explained 17.83%, 13.55%, and 9.77%, of the variance, respectively, and 41.16% cumulatively. Results are discussed based on previous literature findings.

School-Wide Positive Behavior Supports ; school staff perceptions

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