Environmental and Interactional Barriers to Job Satisfaction for Postsecondary Correctional Educators

Abstract

This article examines the situational, occupational stressors encountered by postsecondary correctional educators. Environmental limitations and complex inmate-teacher interactions form barriers that often complicate and impede the educational process. On the basis of qualitative interviews these stressors are examined and the process by which faculty can and do overcome them is explored. It is suggested that environmental modifications and increased staff awareness of complex inmate behavior can increase the efficacy and efficiency of prison-based college programs.