Escaping the Prison Classroom A Case Study of Correctional Teacher Turnover and Retention

Despite less than optimal conditions, correctional classrooms provide a unique opportunity to make an impact on a student population often overlooked and avoided. Although there is a great demand for prison educators, attracting and retaining qualified teachers remains a constant challenge for priso...

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Bibliographic Details
Published inJournal of correctional education (1974) Vol. 69; no. 2; pp. 59 - 71
Main Authors Kamrath, Barry, Gregg, Julia
Format Journal Article
LanguageEnglish
Published Lanham Correctional Education Association 01.08.2018
Correctional Educational Association
Subjects
Adult Basic Education
Case Studies
Classrooms
Correctional Education
Correctional Institutions
Crime prevention
Curricula
Data Analysis
Decision Making
Education
Education policy
Educational aspects
Educational Benefits
Educational Environment
Employee turnover
Faculty Mobility
High school equivalency
Imprisonment
Institutionalized Persons
Prisoners
Prisons
Qualitative research
Recidivism
Research methodology
Schools
Short term
Teacher Attitudes
Teacher Persistence
Teacher retention
Teachers
Teaching
United States
United States > US
Tennessee
Wisconsin
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Summary:Despite less than optimal conditions, correctional classrooms provide a unique opportunity to make an impact on a student population often overlooked and avoided. Although there is a great demand for prison educators, attracting and retaining qualified teachers remains a constant challenge for prison school administrators. This mixed-methods study examined the problem of teacher turnover in one correctional facility to determine internal and external characteristics that likely contribute to teachers’ decisions to stay or leave. Commonalities and differences of short-term and long-term teachers are highlighted, contributing factors are shared, and implications for prison educators and administrators are discussed.
ISSN:0740-2708