This dissertation describes the factors influencing teacher efficacy among teachers currently or recently working in a juvenile detention center education program in southeastern Pennsylvania. The single-case study examined the barriers and facilitators to high teacher efficacy in that school setting, since these factors were previously unknown. The research population for the study consisted of all teachers who are working or who have worked within the past five years at the juvenile detention center education program (n = 9). Research was conducted using the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), a questionnaire, and in-person interviews. The following were found to be barriers to high teacher efficacy at the juvenile detention center: student misbehavior, classroom distractions, student groupings of mixed ability levels, limited assessment options, negative student attitudes, and limited background information about students. The following were found to be facilitators of high teacher efficacy at the juvenile detention center: positive learning climate, presence of detention officers, classroom rules and expectations, differentiated instruction, relevant lessons, educational activities, and rapport with students.
|Commitee:||McClendon, Cristie, Thomas-Dixon, LaToya|
|School:||Concordia University (Oregon)|
|School Location:||United States -- Oregon|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Keywords:||Adjudicated youth education, Alternative education, Incarcerated youth education, Juvenile corrections education, Juvenile justice education, Teacher efficacy|
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