Cross‐cultural examination of school educators' beliefs about principles of positive behavior support

• Published in: Psychology in the schools Vol. 61; no. 1; pp. 287 - 303
• Main Authors: Fan, Chung‐Hau, Tsai, Chia‐Lin, Juang, Ya‐Ting, Wang, Hui‐Ting, Chang, Yu‐Lin
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley 01.01.2024; Wiley Subscription Services, Inc
• Subjects: Beliefs; Beliefs about Behavior Survey; Confirmatory factor analysis; Cross Cultural Studies; Cultural differences; Cultural factors; Factor Analysis; Foreign Countries; General education; PBS; Polls & surveys; Positive behavior support; Positive Behavior Supports; Professional development; Professional Development Schools; Psychometrics; Reliability; Scarcity; school discipline; system assessment; Teacher Attitudes; Teacher Surveys; Teachers; United States; Taiwan; United States > US
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.23053

This study conducted a psychometric examination into the application of positive behavior support (PBS) principles, focusing on how its trajectory differs between Taiwan and the United States. Eighteen items from the Beliefs about Behavior Survey were adapted to gauge educators' perception of implementing PBS strategies within different cultural contexts. The sample comprised 643 educators, split between northern Taiwan (N = 267) and a mid‐mountain region in the United States (N = 376). Results from the confirmatory factor analysis suggest that the previously identified four‐factor model determined using a US sample presents a satisfactory fit with the Taiwanese data set. Furthermore, reliability estimates vouch for the internal consistency of the model. Interestingly, it was observed that general education teachers reported the least supportive beliefs across all four factors, relative to their colleagues. In a direct comparison with the US sample, the Taiwanese respondents scored significantly lower on two out of the four PBS belief factors. This trend could be attributed to a relative scarcity of exposure to, and training in, PBS principles in Taiwan, particularly beyond tertiary remedial services. The revised survey questionnaire presents a useful tool for informing the design of professional development initiatives and system‐wide changes in Taiwanese schools. The study concludes with a discussion on the impact of differing cultural contexts and the potential directions for future research. Practitioner points Taiwanese school educators showed lower supportive beliefs than the US counterparts on positive behavior support principles probably due to their overall lack of exposure and training. General education teachers in Taiwan held the lowest level of supportive beliefs about positive behavior support principles compared with administrators, school counselors, and special education teachers. The translated belief survey can be used to identify educational philosophies and discipline practices among Taiwanese school educators for preparing professional development.