Perceptions of Teachers in a Private Residential Juvenile Treatment Facility

Autor/in	Stevenson, Douglas E.
Titel	Perceptions of Teachers in a Private Residential Juvenile Treatment Facility
Quelle	(2023), (148 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0669-8
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Residential Programs; Institutionalized Persons; Juvenile Justice; Correctional Institutions; Success; Risk; Personal Autonomy; Student Motivation; Student Behavior; Ownership; Learning Activities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Sozialer Wohnungsbau; Jugendgerichtshilfe; Jugendstrafvollzug; Erfolg; Risiko; Individuelle Autonomie; Schulische Motivation; Student behaviour; Schülerverhalten; Eigentum; Lernaktivität
Abstract	The problem for this study was the lack of research about what teachers consider to be the successes, the risks, and the potential dangers of working in a school prison setting. The purpose of this qualitative study was to investigate teacher perceptions about successes, risks, and potential dangers of teaching in a prison school setting. This research study was guided by Deci and Ryan's self-determination theory, which presents a framework for the study of human motivation and personality. The research question examined teachers' perspectives about the successes, the risks, and dangers of working in a private residential juvenile treatment facility. A basic qualitative design was used to capture the insights of three purposefully selected schoolteachers working in a prison facility through semistructured interviews. Themes were identified through open coding. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity. The findings revealed that teachers believed that autonomy and intrinsic motivation were positive self-sustaining sources of motivation for students, while extrinsic motivators like micro-managing were impediments. Teachers also acknowledged that prison students have a need to feel ownership of their behavior. This student need can drive teachers to create activities and lessons to which prison students relate. This study has implications for positive social change by addressing the challenging prison environment as a school setting and by demonstrating how administrators can motivate and guide teachers in this unique setting by building teacher capacity for autonomy and intrinsic motivation. [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.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01