Teachers in California, like in many other states, are leaving the profession at an alarming rate, thus creating a severe teacher shortage. Specifically, Black teachers are leaving and this problem warrants thorough exploration in an effort to increase Black teacher retention. The objective of this dissertation was to unpack the different factors that contribute to job dissatisfaction among Black teachers in secondary public schools in Los Angeles County. In particular, the study investigated the role school leaders played in their dissatisfaction through a phenomenological study that interviewed 10 Black teachers. Using critical race theory (CRT), this study found that there were six key themes that contributed to the dissatisfaction of Black teachers: persistent awareness of race, the racialization of the teacher-student experience, hurdles to professional advancement, lack of confidence in school leadership, inconsistent and inadequate support, and the psychological and emotional impact of these experiences.
|Commitee:||Howard, Tyrone C., Parham, William D.|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Education, Educational leadership|
|Keywords:||Black teachers, Job dissatisfaction, School administrators, Teacher retention, Teachers, Teacher turnover|
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