Investigating sustainability of school-wide positive behaviour for learning in New Zealand schools : a thesis completed in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand
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Date
2014
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Massey University
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Abstract
This research investigated sustainability of School-Wide Positive Behaviour for Learning
(SWPB4L) in New Zealand schools. An existing sustainability survey was adapted to fit the New
Zealand context and electronically distributed to primary, intermediate, and secondary schools who
were implementing SWPB4L; completed surveys were received from 338
school staff who had encountered or been involved with SWPB4L within the schools. The quantitative
data strand included respondent ratings of statements relating to key factors of sustainability
which have been recognised within relevant literature; these included prioritisation, school
leadership, external leadership, programme effectiveness, programme efficiency, collection and use
of data, and capacity building for staff. Each statement was rated for importance, which provided
an insight into which sustainability factors the respondents perceived as important in relation to
maintaining SWPB4L, and truth, which provided an insight into how accurately these factors were
being applied within New
Zealand schools implementing the initiative. The qualitative data strand included short
comment answers to two open ended questions relating to SWPB4L sustainability supports and
sustainability barriers. Respondent comments allowed for a more in depth analysis of sustainability
concepts and identification of unanticipated ideas relating to successful implementation of SWPB4L.
Integration of the data strands allowed for meaningful discussion relating to sustainability of
SWPB4L in New Zealand schools. The findings suggested that overall the sustainability factors
widely considered in existing literature were all considered to be relevant to sustainability of
SWPB4L. The respondents placed the highest relative importance on leadership within the school and
capacity building for school staff. Further, staff commitment, communication, and consistency of
implementation were also considered to be important for supporting ongoing implementation. The
factors of school leadership, capacity building, and effectiveness were found to be sustainability
strengths within the schools. Features of efficiency and external leadership were found to offer
the greatest room for improvement. Conclusions from the current study have led to practical
recommendations for understanding and increasing sustainability of SWPB4L in New Zealand schools.
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Keywords
School discipline, Classroom management, School management and organisation, New Zealand