학교 차원의 긍정적 행동지원 단계별 중요도 및 수행도에 대한 특수교사와 일반교사의 인식 = Perceptions of Teachers on the Importance and Performance of Tiered Implementation of School-Wide Positive Behavioral Interventions and Supports(SW-PBIS)

다국어 초록 (Multilingual Abstract)

[Purpose] This study aimed to analyze the perceived importance and performance of key implementation elements across the three tiers of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) as recognized by general education teachers. Furthermore, the study sought to identify the gaps between importance and performance to propose practical directions for improving SW-PBIS implementation in general school settings. [Method] To this end, a survey was conducted with 106 general and special education teachers working in elementary, middle, and high schools in Gyeongsangbuk-do, South Korea, using a modified version of the Self-Assessment Survey (SAS) provided by the PBIS Center. The collected data were analyzed using SPSS 28.0 through descriptive statistics, independent t-tests, Borich needs assessment, and the Locus for Focus (TLfF) model to comprehensively assess the importance, performance, and needs for each tier and component.
[Results] The results revealed that teachers perceived a generally high level of importance across all SW-PBIS tiers, yet the level of actual performance was relatively lower. The greatest gaps, and therefore the highest needs, were found in Tier 3 (individualized support) and Tier 2 (targeted group support), with elements such as school-wide team formation, professional development, and formal support request procedures identified as top priorities for improvement. [Conclusion] The findings suggest that although teachers acknowledge the theoretical significance of SW-PBIS, structural limitations hinder its full implementation. Effective execution requires not only individual teacher efforts but also systemic organizational support, collaborative frameworks, strengthened professional capacity, and strong leadership. This study provides foundational evidence to inform policy development and strategic planning for successful SW-PBIS implementation in schools.