“I’m Going to Need a Change…”: Understanding a Teacher’s Experiences in a Juvenile Corrections School
Kristin M. Murphy

Although teachers in juvenile corrections schools face one of the most complicated landscapes in public education, there is a lack of research that provides rich and detailed accounts of teachers’ understandings of their experiences and working conditions. The current research exploring teacher perceptions of their work and working conditions in this unique setting is limited to survey responses to highly structured survey instruments. The purpose of this qualitative study was to gain an understanding of the experiences of one teacher working in a juvenile corrections school through a series of three interviews. Findings suggest that due to a lack of professional learning opportunities or opportunities for social support and to build relationships with colleagues, the teacher in this study was growing to feel unfulfilled and had intentions to leave the field. The findings highlight the role working conditions play in JC schools and beyond for teacher satisfaction and commitment to their work.

Full Text: PDF     DOI: 10.15640/jehd.v6n3a2