The purpose of this study is to quantitatively analyze the impact of principal turnover in the principal’s office on the successful maintenance indicators of Positive Behavioral Interventions and Supports (PBIS). The study sampled identified PBIS-utilizing, public, elementary and middle schools in the state of Minnesota. Research has helped established PBIS as an effective behavioral intervention in the United States. PBIS requires principals to understand not only the base principles of PBIS but also how best to establish and promote PBIS within a specific school setting. Scholars have also documented acceleration in the turnover of public school principals. Given the environment of rapid principal turnover and widespread PBIS implementation, educational leaders and other stakeholders are naturally interested in how well new principals can manage schools’ existing cultures and programs. The study uses percent comparison analysis to present the findings. In multiple areas of the results, the importance of continuity in school administration as it relates to PBIS in particular and critical components to a thriving school environment in general are in evidence.
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Svenby, K. A. (2016). The Impact of Principal Turnover on PBIS Success: A Quantitative Analysis [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/616