Date of Conferral
2020
Degree
Ph.D.
School
Human Services
Advisor
Tina F. Jaeckle
Abstract
Correctional education in the United States can be traced back to 1789. Its main purpose was to teach inmates literacy so that they could read the Bible. Because most of the inmates in the U.S. state prison system will be released in modern times, they will need as much education as possible to adapt to civilian life. The purpose of this qualitative phenomenological study was to explore the experiences of 6 correctional educators belonging to the Correctional Education Association who are employed at maximum and medium secured prison regarding their strategies for handling stress and coping in their classrooms. The transactional model of stress and coping theory formed the theoretical framework for understanding stress and stress management in prison-based classrooms. The data analysis involved open and axial coding from which emerged 7 themes: Lack of consistency and little downtime, students with mental health issues, unexpected violence and physical danger, classroom creativity and connection, personal coping strategies, supportive coworkers, and unsupportive managers. According to the findings, when prison educators can find ways to overcome their stress, they can not only function more efficiently in their jobs, but they can also be more effective in their roles of helping prisoners reach better personal achievements themselves. Findings may provide the tools to help prison educators cope within the classroom so they can focus on providing an education to lead the inmates to a more productive future.
Recommended Citation
Burrison-Meade, Vanessa, "Occupational Stress and Coping Strategies Among Prison Educators in State Prisons" (2020). Walden Dissertations and Doctoral Studies. 9072.
https://scholarworks.waldenu.edu/dissertations/9072
