Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Ryan Theroux
Abstract
AbstractThe 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.
Recommended Citation
Stevenson, Douglas E., "Perceptions of Teachers in a Private Residential Juvenile Treatment Facility" (2023). Walden Dissertations and Doctoral Studies. 12209.
https://scholarworks.waldenu.edu/dissertations/12209
