African American teachers' perspectives on effectively supporting and sustaining their employment in suburban school districts
by Bradley, Orathia T., Ed.D., IMMACULATA COLLEGE, 2010, 139 pages; 3415965

Abstract:

This qualitative study explored African American teachers' perceived levels of support with regard to mentoring, internal supports, external supports, and other contributing variables to determine the extent to which they fostered sustained employment in suburban school districts. The research data included input from 61 African American teacher respondents from seven suburban school districts in southeastern Pennsylvania. The data was elicited through the use of a 76-item survey instrument, open ended response questions, and personal interviews. It determined that African American teachers benefited from mentoring and specific internal and external support systems. Data analysis from this study provided specific strategies that schools can employ to cultivate improved working conditions and relationships and foster sustainment of African American teacher in suburban schools.

 
AdviserDavid Brennan
SchoolIMMACULATA COLLEGE
SourceDAI/A 71-07, p. , Aug 2010
Source TypeDissertation
SubjectsAfrican American studies; Black studies; Educational leadership; Educational administration
Publication Number3415965
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