This applied dissertation was designed to address morale and job satisfaction among institutional educators within a juvenile justice agency. Institutional educators expressed low motivation, dedication, commitment, happiness, and job satisfaction. The juvenile justice system was characterized by an eccentric environment marked by an emphasis on safety and security and an exceptional youth population experiencing multifaceted issues. Specific training and preparation to address the unique needs of institutional educators did not exist within the agency. An agency protocol to address the need for training, knowledge, and skills did not exist. The writer identified and facilitated a collaborative project committee. Strategic planning and theoretically based leadership initiatives were utilized within a focus group format to develop an institutional educator profile and a protocol to address the training needs of institutional educators. The committee also developed, delivered, and evaluated an institutional educator preservice training program. The writer facilitated communal brainstorming, thinking, planning, and development. An analysis of the data revealed that institutional educators were more motivated and satisfied after they participated in the training program and the other implementation activities. The collaborative dynamics of the project committee served to increase positive motivation, dedication, commitment, happiness, and job satisfaction beyond the expected outcomes. Participants reported being satisfied with the training. Administrators decided on a protocol to address training needs of institutional educators.
| Date of Award | Jan 1 2003 |
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| Original language | English |
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| Supervisor | David Weintraub (Supervisor) & Barbara Packer (Advisor) |
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