Scott W. Ross, University of Oregon
Robert H Horner, University of Oregon

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) and 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.

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