Research on teacher outcomes of the School-Wide Positive Behavior
Support (SWPBS) model has been scarce. The present study adds to the knowledge base by
examining the effects of the Norwegian version of SWPBS (N-PALS) on school staffs’
behavior management practices and on their individual and collective efficacy.
Questionnaire data were collected from staff and students (Grades 4-7) at four
measurement points across four successive school years in 28 intervention schools and 20
comparison schools. Using longitudinal multilevel analyses, indications of positive
3-year main effects of the N-PALS model were observed for staff-reported collective
efficacy, self-efficacy, and positive behavior support practices. The intervention
effects as measured by Cohen’s d ranged from .14 to .91. The effects on student
perceptions of teachers’ behavior management strategies were, however, not consistent
with the positive staff ratings. Results are discussed in relation to prior research,
future research, and study limitations