Searching for Satisfaction: Black Female Teachers' Workplace Climate and Job Satisfaction

Autor/inn/en	Farinde-Wu, Abiola; Fitchett, Paul G.
Titel	Searching for Satisfaction: Black Female Teachers' Workplace Climate and Job Satisfaction
Quelle	In: Urban Education, 53 (2018) 1, S.86-112 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916648745
Schlagwörter	African American Teachers; Females; Teaching Conditions; Job Satisfaction; Elementary Secondary Education; National Surveys; Urban Schools; Multiple Regression Analysis; Regression (Statistics); Statistical Analysis; Coding; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Lehrbedingungen; Unterrichtsbedingungen; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Regression; Regressionsanalyse; Statistische Analyse; Codierung; Programmierung
Abstract	Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students' progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers' job satisfaction. Findings suggest that Black female teachers' have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01