Early Career African American Teachers and the Impact of Administrative Support

Autor/inn/en	Hopper, Eugenia B.; Robinson, Derrick; Fitchett, Paul
Titel	Early Career African American Teachers and the Impact of Administrative Support
Quelle	In: Urban Education, 57 (2022) 3, S.401-431 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopper, Eugenia B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920988335
Schlagwörter	Beginning Teachers; African American Teachers; Public School Teachers; Critical Theory; Race; Educational Environment; Labor Turnover; Faculty Mobility; Teacher Persistence; Leadership Responsibility; School Culture; Urban Schools; Teacher Characteristics; Elementary Secondary Education; Teaching Conditions + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Kritische Theorie; Rasse; Abstammung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African American early career teachers' decision to stay in the profession, findings suggest alarming trends in African American teacher mobility and opportunities for school leadership to have a greater role in retaining African American early career teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01