The experience of principals serving as PBIS internal coaches

Lord, Michael

Lord, M. (2025). The experience of principals serving as PBIS internal coaches: A phenomenological study.

Download PDF

Metadata

MODS Metadata


Title	The experience of principals serving as PBIS internal coaches
Abstract	Effective principals and internal coaches play a crucial role in implementing and maintaining a positive behavior interventions and supports (PBIS) framework within schools. In addition to managing increased expectations, stress, and accountability of the principalship, certain building administrators assume the role of internal PBIS coaches. The purpose of this qualitative descriptive study is to explore and analyze the experiences of principals who serve in this dual capacity. Specifically, the advantages and limitations principals face when acting as PBIS team leaders are the focus of this evaluation, which will assist in addressing a gap in the current literature. Utilizing a purposeful sample of 10 principals from Pennsylvania schools, the researcher conducted semi-structured interviews to gather the participants' insights and utilize a phenomenological analysis to capture the essence of their shared experience. The findings of this research equip school leaders and educational facilitators with valuable insights to support the design and preservation of effective PBIS frameworks.
Date	2025

Details

Title: The experience of principals serving as PBIS internal coaches
Sub-Title: A phenomenological study
Author: Lord, Michael
Abstract: Effective principals and internal coaches play a crucial role in implementing and maintaining a positive behavior interventions and supports (PBIS) framework within schools. In addition to managing increased expectations, stress, and accountability of the principalship, certain building administrators assume the role of internal PBIS coaches. The purpose of this qualitative descriptive study is to explore and analyze the experiences of principals who serve in this dual capacity. Specifically, the advantages and limitations principals face when acting as PBIS team leaders are the focus of this evaluation, which will assist in addressing a gap in the current literature. Utilizing a purposeful sample of 10 principals from Pennsylvania schools, the researcher conducted semi-structured interviews to gather the participants' insights and utilize a phenomenological analysis to capture the essence of their shared experience. The findings of this research equip school leaders and educational facilitators with valuable insights to support the design and preservation of effective PBIS frameworks.
Advisor: Bieniek, Eric
Committee Members: Erickson, Matthew
Sanders, Nadine
Date Issued: 2025
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)