58 Lauren E. Bolack, EdD teacher turnover, it became clear that there was a need to evaluate if a relationship exists between SWPBIS and teacher retention. This would be a first step towards establishing causation. The district in the current study has committed to implementing SWPBIS across the district as a means to improve student behavior, classroom and campus culture, and academic achievement. The current study used a causal-comparative nonexperimental research design approach to investigate how teachers’ preparedness to address challenging student behaviors impacted their intent to stay in their district. The current study utilized quantitative data to provide a better understanding of the relationship between the implementation of SWPBIS and teacher retention among elementary schools in order to learn how teacher retention rates in a large urban district in North Texas change based on data collected before and following the implementation of SWPBIS. Summary of Findings and Interpretation of Results Three research questions were used to gain a better understanding of the relationship between SWPBIS implementation and teacher retention among elementary schools in order to establish a causation. Research Question 1 (RQ1) Is there a statistically significant difference in the mean student discipline referral rates for fighting, mistreatment of others, and safety transgressions before School-wide Positive Behavior Interventions and Supports training and implementation and in Year 1 implementation of School-wide Positive Behavior Interventions and Supports? This research question was aimed at determining whether the implementation of SWPBIS across elementary campuses in the District would result in a decrease in discipline referrals (Cohen et al., 2007). This question is important because SWPBIS has been proven to decrease discipline referrals. Since student behavior is identified as a major cause for teachers’ decisions to leave the school or the profession, the data could help to identify a causal relationship between SWPBIS and teacher retention. The findings in the current study suggested that discipline referrals for the three areas of fighting, mistreatment of others, and safety transgressions did not decrease significantly after Year 1 implementation of SWPBIS. When comparing the 2015-2016 data to the data for Year 1 implementation, the mean referral rates for fighting and ata to t e data for Year 1 implementation, the mean referral rates for fig ting and mistreatment increased. However, there was a decrease in the mean referral rates for safety transgressions. Figure 1 displays the differences in the mean referral rates from 2015-2016 to Year 1 implementation. The rese rcher did not r ject the null hy otheses using the results of th dependent samples t-test. The results indicate that there is not a significant difference in the mean referral rates for the three identified discipline infractions from the 2015-2016 school year compared to the year of implementation. While there is no statistical sig ificance b twe n the mean referrals rates for fighting, mist atm nt ot ers, or safety transgressions from 2015-2016 to Year 1 implementation, the researcher notes that there was a 15% decrease in discipline referrals for safety transgressions from 2015-2016 to Year 1 implementation of SWPBIS. Figure 1 Difference in Discipline Referrals Between 2015-2016 & Year 1 Implementation 0 0.5 1 1.5 2 2.5 3 3.5 Fighting Mistreatment Safety Total Discipline Referral Rates Discipline Referral Types 2015-2016 Year 1 Implementation Figure 1 Difference in D scipleship Referrals B tween 2015-2016 & Year 1 Impl t tion
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