Educators in correctional facilities have an important role in educating children with emotional and behavioural problems and disorders and therefore, this thesis addresses their own experience of educational work. Education is a complex process often accompanied by educational frustration. Conceptually, the theoretical part of this thesis focuses on various explanations of the term education and the concept of authority; furthermore, the influence of societal changes on education in educational institutions is presented. This thesis also mentions the practices of Slovenian correctional facilities and the role of an educator in working with children and adolescents who suffer from emotional and behavioural problems and disorders.
The empirical part of this thesis is approached in a qualitative manner, using semi-structured interviews with Slovenian educators from five different correctional facilities. This part studies the educators’ perception of their own educational work, the dilemmas they confront, and how the two are affected by educational frustration. Research finds that the latter is strongly present in educational work in correctional facilities. This educational frustration is influenced by external factors, which consequently affects how educators perceive and value their work and relationships. Another important finding suggests that in establishing authority and achieving educational influence, proper regard between all parties in this process is pivotal.
This thesis shows how educators meet with and confront educational frustration in their work. Despite minor research sample, unsuitable for generalization, I believe the phenomenon investigated in the thesis is wide-spread and always present in society and education. Finally, the thesis brings forward the less-favourable aspects of educational work and opens them for discussion and further research.
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