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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Award

Spring 2011

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Department of Learning, Technology and Leadership Education

Abstract

Educators of incarcerated adult males must be cognizant of their responsibilities to direct the classroom environment. Primarily, they should know that they are not only responsible for the content of their courses, but for motivating the offenders to change their minds about the philosophy and process of education. Not only should they base their success on student’s ability to pass the TABE (Test for Adult Basic Education) and GED (General Education Development), they also must measure their success on how offender attitude and behavior toward education has changed. By managing and adjusting the classroom, leading the tutors, and inspiring the students to achieve, successful teachers of incarcerated males have discovered that their results coincide with what will be expected from the offenders when released. The purpose of this paper is to discover the impact of teacher leadership traits and modeling on offender self-efficacy. This qualitative research paper highlights the competencies that make for a successful prison educator primarily through interviews with prison teachers at Serenity Correctional Center (SCC). The content of the interviews are analyzed to determine the particular leadership skills employed by successful prison educators.

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