Date of Award

4-30-2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Rebecca Morgan

Abstract

Research suggests that ongoing professional development is most beneficial for teachers. However, many schools cannot provide the time teachers need to participate in the frequent meetings, discussions, and reflections needed to cause professional growth. Student behavior continues to be an area in which teachers need support. Many teachers report that student behavior is one reason they often become unhappy with their jobs and leave their education career altogether. The qualitative action research study used strategies aligned with Culturally Relevant Pedagogy to offer six teachers professional development in Tier 1 behavior interventions. The data gathered measured how much Tier 1 behavior interventions affected teachers’ feelings about their jobs, and student-teacher relationships. Teacher progress in using the interventions was tracked in online journals. Professional development sessions were held one-on-one to allow teachers to share their feelings and ask questions without threat or pressure from their colleagues. Classroom visits were made to observe the Tier 1 behavior interventions in their natural setting.

Trends presented themselves in how and when teachers introduced the interventions and how the students performed in class after the interventions were implemented. All teachers noticed a difference in student behavior, and several teachers continued using the interventions after the research was completed. All teachers shared they were happier at work and contributed their happiness to the implementation of Tier 1 behavior strategies.

Rights

© 2025, Taurean Jarquise Robinson

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