Research On The Application Status And Influencing Factors Of Positive Behavior Support For Primary School Teacher

Students in primary school,due to their age and immature psychological development,their behavior is susceptible to many factors,resulting in different types of behavior problems.This will not only hinder their own study and life,but also bring trouble to teachers.As the latest achievement of behavioral intervention theory,positive behavior support is applicable to primary school students of all ages.It can effectively reduce the behavioral problems of primary school students and improve their positive behavior.Existing studies mainly focus on case studies of special students with positive behavior support.Few scholars take primary school teachers in ordinary schools as research objects,connect "primary school teachers in ordinary schools" with "positive behavior support",and discuss the current situation,influencing factors and countermeasures of "primary school teachers implementing positive behavioral support".This study attempts to explore the application status of positive behavior support for primary school teachers,analyze the factors that influence the implementation of positive behavior support by primary school teachers,and try to present a more comprehensive and systematic status of the implementation of positive behavior support by primary school teachers.This study uses empirical research to investigate primary school teachers through questionnaires and interviews.The application status and influencing factors of positive behavior support for primary school teachers in ordinary schools are investigated by using the "questionnaire of positive behavior support for primary school teachers" modified by the International Standard Scale.It is analyzed that primary school teachers on the whole are willing to implement positive behavior support and recognize the value and positive significance of implementing positive behavior support.But primary school teachers’ understanding of positive behavior support is not deep enough,and they have not formed a systematic cognition of positive behavior support.At the same time,the positive behavior support of primary school teachers is positively correlated with school climate and teachers’ self-efficacy.In addition,the subject analysis method is used to analyze and code the relevant data collected from the interviews,which vividly and vividly illustrates the original experience of front-line primary school teachers in implementing positive behavior support.Through further analysis and discussion,this study believes that the application status of positive behavior support for primary school teachers is reflected in two aspects.On the one hand,the theory of positive behavior support has not been caught up,but the practice has been put forward,and its theoretical literacy and practical strategies are discussed in depth.At the same time,it is affirmed that primary school teachers have explored the application strategy in practice,namely,functional behavior evaluation strategy,ecological environment improvement strategy and behavior teaching strategy.On the other hand,the application of positive behavior support is integrated into daily teaching,that is,to consciously teach behavioral expectations into classroom teaching and use verbal praise to encourage and strengthen behavioral expectations.In addition,this study analyzes two factors that affect the implementation of positive behavior support by primary school teachers,namely,positive school atmosphere is the external factor for the implementation of positive behavior support by primary school teachers,and teachers’ self-efficacy is the internal factor for the implementation of positive behavior support by primary school teachers.According to the above research findings,three suggestions are put forward to promote the implementation of positive behavior support for primary school teachers: first,strengthen the positive behavior support training to improve teachers’ theoretical literacy;Second,create a positive school atmosphere to promote teachers’ consensus and cooperation;Third,improve self-efficacy and enhance teachers’ confidence.