Positive Behavior Intervention and Supports (PBIS) is a process designed to improve disruptive behavior and increase student's achievement at the primary and secondary level. Although the success of PBIS programs with student achievement is well documented, the impact of PBIS on teachers' teaching anxiety and self-efficacy levels has yet to be examined, since both of these attributes have been shown to reflect in their students' performance. A quasi-experimental design was used to determine the effect of the implementation of a PBIS program on teachers' levels of teaching anxiety and self-efficacy. Two instruments, the Teaching Anxiety Scale and The Teacher Sense of Self Efficacy Scale, were delivered to 136 teachers, employed at a single school planning to implement PBIS. Data were collected from teachers by delivering the 2 instruments to their staff mailboxes before and after PBIS implementation. Results were assessed by conducting 2 one way ANOVAs between a before and after measure of the implementation of PBIS and teaching anxiety, and teacher self-efficacy. The results suggest that the PBIS program lowered teaching anxiety and increased teacher self-efficacy, which produced statistically significant results. The study conclusions have strong positive ramifications for increasing adoption of PBIS for students and teachers. A more widespread adoption of PBIS is expected to significantly improve teachers' social and emotional health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]