Thesis - campus only access
Date of Award
Education Specialist (Ed.S)
Advanced Education Programs
Perceptions of barriers to behavior modification, as related to knowledge, stress, and perceived utility, were surveyed in a sample of 80 educational staff members in several rural Kansas school districts. The results of this study found a relationship between knowledge of behavioral methods and perceived utility, thus supporting the hypothesis that personnel with more knowledge of behavioral methods will perceive it as more useful. In addition, results indicated that personnel with high stress perceived institutional constraints to be a barrier to effective implementation of behavioral techniques. This finding lends support to the hypothesis that staff members with high stress will perceive more barriers to behavioral techniques. The present study provided no support for the hypotheses that, personnel with less work experience will report more barriers to behavioral methods, and will have higher stress scores. Further analyses indicated that perceptions of barriers and perceived utility varied among work assignments, and that personnel with academic training in behavioral methods perceived it as more useful, and reported fewer barriers, than personnel with no training.
Rowland, Julie D., "Barriers to Behavior Modification as Related to Knowledge, Stress, and Perceived Utility" (1995). Master's Theses. 2533.
Copyright 1995 Julie D. Rowland