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Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?
ARTICLE

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigates reasons behind long-term urban teachers’ longevity and job satisfaction. The study site is an under-resourced urban public school in the United States with high retention of long-term math and science teachers, many of whom are teachers of color. Findings suggest types of administrative support (e.g. for disciplinary issues) important and types of administrative support unimportant (e.g. instructional guidance) to longevity. Intrinsic social emotional rewards gained from interactions with students are influential to participants’ satisfaction and retention. In addition, familiarity with the community may improve retention. Trends by teachers’ race and suggestions for urban teacher retention are discussed.

Citation

Kokka, K. (2016). Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 169-179. Elsevier Ltd. Retrieved December 11, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.014

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