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JOB SATISFACTION LEVELS OF JUVENILE DETENTION EDUCATION FACULTIES AND THE IMPLEMENTATION OF BEST TEACHING PRACTICES COMPARED TO OVERALL PROGRAM EFFICACY Rebecca Minton Painter May 9 & 10,2008 Federal legislation in 1992, entitled the Juvenile Justice Delinquency Prevention Act, reordered many of the previous methods employed in the detention of juvenile offenders. Among the reform measures required by the act, there was a mandate to separate adult and juvenile offenders, provide educational opportunities, and establish a process for ensuring juvenile rights. The shift in emphasis from simply incarcerating young offenders to providing educationally sound programs, including both academic and life skills, continues to be a challenging concept. Even though the legislation was passed in 1992, not all juvenile detention facilities have adopted every reform measure. One of the purposes of this study is to examine the possible relationship between job satisfaction levels of juvenile detention faculties and their use of best teaching practices. Juvenile arrests for violent crimes ranged from an all time high of over 500 per 100, 000 juveniles in 1994 to approximately 300 per 100, 000 in the year 2000. In 1997, there were over 100, 000 juveniles in custody in the United States in one type of facility or another. A study conducted by associates from the Office of Juvenile Justice and Delinquency Prevention found that more than seventy-five percent of the confined populati01l1 was being housed in facilities that were not adequately staffed and

Job satisfaction levels of juvenile detention education faculties and the implementation of best teaching practices compared to overall program efficacy.