Year
2015
Season
Fall
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Education
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
First Advisor
Dr. Sandra Gupton
Second Advisor
Dr. Daniel Dinsmore
Third Advisor
Dr. Jeffri-Anne Wilder
Fourth Advisor
Dr. Elizabeth Gregg
Department Chair
Dr. Chris Janson
College Dean
Dr. Marsha H. Lupi
Abstract
The purpose of this study was to examine the perceptions of Black teachers regarding their decision to teach and the satisfaction with their work experiences in predominantly White K-12 schools. A total of 118 teachers who were identified as Black and as employees of a predominantly White school were invited to complete a survey via email. A total of 56 did in fact respond. Of that 56, only 51 respondents provided enough usable data (which is defined as a survey completed in full). The data, which came from a Perceptions Survey, meant to report levels of job satisfaction as it relates to perceptions of work experiences.
The primary research question was: What are the perceptions of Black teachers regarding their satisfaction with their work experiences in predominantly White K-12 schools? The subsequent sub-question was: How do those work experiences impact Black teachers’ decision to continue teaching, be promoted from teaching, or recommend a career in teaching to other Black people? The independent or predictor variables were: spirituality, cultural acceptance, interracial relationships, intra-racial relationships, mentoring, and advancement opportunities. The dependent variable was: job satisfaction. A bivariate correlation analysis was used to determine if the predictor variables should be grouped as components using their variance scores. The variance scores did indeed indicate the need to group the predictor variables as components. Those components were named as relationships, oppression, and mindset. The component named oppression had a significant correlation with job satisfaction.
Overall the findings indicated that a large percent of Black teachers in predominantly White schools are not satisfied with their job. Further research about the job satisfaction of Black teachers is recommended because of the growing need to recruit and keep Black teachers in our schools.
Suggested Citation
Richardson, Stephen, "The Perceptions of Black Teachers Regarding Their Decision to Teach and Satisfaction with Their Work Experiences in Predominantly White K-12 Schools" (2015). UNF Graduate Theses and Dissertations. 608.
https://digitalcommons.unf.edu/etd/608