The purpose of this study is to examine the self-efficacy of teachers who work in the juvenile detention and youth development centers in Kentucky and how their level of self-efficacy influences their students' efforts to complete high school. This study is important because it provides information that contributes to the improvement of education for students incarcerated in juvenile detention and youth development centers in Kentucky. A quality education for these students ensures they will have the same opportunity for success that was afforded them in their regular school.
Youth committed to the juvenile detention and youth development centers are considered at-risk of not graduating high school. Research has shown that incarcerated students do not receive the same quality of education as their peers who attend traditional high schools. A descriptive research method was employed in this study. The population for this research was high school teachers (N=70) who are employed at regional juvenile detention and youth development centers in the state of Kentucky. These participants were asked to complete the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). This instrument contains closed-ended items related to their expectations and beliefs about teacher efficacy. An analysis of their responses will help to determine their perceptions of teacher efficacy and its effect on the students' efforts to work toward high school graduation while incarcerated at the juvenile detention or youth development centers.
","abstract_html":"<p>The purpose of this study is to examine the self-efficacy of teachers who work in the juvenile detention and youth development centers in Kentucky and how their level of self-efficacy influences their students' efforts to complete high school. This study is important because it provides information that contributes to the improvement of education for students incarcerated in juvenile detention and youth development centers in Kentucky. A quality education for these students ensures they will have the same opportunity for success that was afforded them in their regular school. </p> <p>Youth committed to the juvenile detention and youth development centers are considered at-risk of not graduating high school. Research has shown that incarcerated students do not receive the same quality of education as their peers who attend traditional high schools. A descriptive research method was employed in this study. The population for this research was high school teachers (N=70) who are employed at regional juvenile detention and youth development centers in the state of Kentucky. These participants were asked to complete the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). This instrument contains closed-ended items related to their expectations and beliefs about teacher efficacy. An analysis of their responses will help to determine their perceptions of teacher efficacy and its effect on the students' efforts to work toward high school graduation while incarcerated at the juvenile detention or youth development centers. </p>","abstract_has_math":false,"creators":["Ferguson, Scott Tyrone"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["Alternative Education","Juvenile Correctional Education","Juvenile Detention Center","Student Achievement","Teacher Efficacy","Youth Development Center","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2013 Scott Tyrone Ferguson"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/165","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ferguson, Scott Tyrone"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alternative Education","Juvenile Correctional Education","Juvenile Detention Center","Student Achievement","Teacher Efficacy","Youth Development Center","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Scott Tyrone Ferguson"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/165"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to examine the self-efficacy of teachers who work in the juvenile detention and youth development centers in Kentucky and how their level of self-efficacy influences their students' efforts to complete high school. This study is important because it provides information that contributes to the improvement of education for students incarcerated in juvenile detention and youth development centers in Kentucky. A quality education for these students ensures they will have the same opportunity for success that was afforded them in their regular school.
Youth committed to the juvenile detention and youth development centers are considered at-risk of not graduating high school. Research has shown that incarcerated students do not receive the same quality of education as their peers who attend traditional high schools. A descriptive research method was employed in this study. The population for this research was high school teachers (N=70) who are employed at regional juvenile detention and youth development centers in the state of Kentucky. These participants were asked to complete the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). This instrument contains closed-ended items related to their expectations and beliefs about teacher efficacy. An analysis of their responses will help to determine their perceptions of teacher efficacy and its effect on the students' efforts to work toward high school graduation while incarcerated at the juvenile detention or youth development centers.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["An Examination of Teacher Efficacy on Student Achievement in Regional Juvenile Detention Centers and Youth development Centers in Kentucky"]}]}],"canonical_facts":{"dc:creator":["Ferguson, Scott Tyrone"],"dc:description.abstract":["The purpose of this study is to examine the self-efficacy of teachers who work in the juvenile detention and youth development centers in Kentucky and how their level of self-efficacy influences their students' efforts to complete high school. This study is important because it provides information that contributes to the improvement of education for students incarcerated in juvenile detention and youth development centers in Kentucky. A quality education for these students ensures they will have the same opportunity for success that was afforded them in their regular school.
Youth committed to the juvenile detention and youth development centers are considered at-risk of not graduating high school. Research has shown that incarcerated students do not receive the same quality of education as their peers who attend traditional high schools. A descriptive research method was employed in this study. The population for this research was high school teachers (N=70) who are employed at regional juvenile detention and youth development centers in the state of Kentucky. These participants were asked to complete the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). This instrument contains closed-ended items related to their expectations and beliefs about teacher efficacy. An analysis of their responses will help to determine their perceptions of teacher efficacy and its effect on the students' efforts to work toward high school graduation while incarcerated at the juvenile detention or youth development centers.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/165"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2013 Scott Tyrone Ferguson"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Alternative Education","Juvenile Correctional Education","Juvenile Detention Center","Student Achievement","Teacher Efficacy","Youth Development Center","Educational Administration and Supervision"],"dc:title":["An Examination of Teacher Efficacy on Student Achievement in Regional Juvenile Detention Centers and Youth development Centers in Kentucky"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}