Teacher-principal race and teacher satisfaction over time, region

Abstract

Purpose The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region. Design/methodology/approach The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates. Findings The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues. Research limitations/implications Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship. Originality/value Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.

Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership

“…This study also highlights the need to further understand why principal time use was not significantly related in most cases to teacher perceptions of the principal’s job and why race was a significant predictor, both in terms of student demographics and the principal’s race. The findings in this study support prior research showing that racial bias may play a significant role in the educational experiences of teachers and students but that those connections may vary regionally (Grissom & Keiser, 2011; Oates, 2003; Viano & Hunter, 2017). Moreover, future research may want to account for the nesting of teachers within principals/schools by using multilevel models.…”

“…Education research had proposed that teachers’ feelings about their principals and schools could be affected by race, but the present study supports the conclusions of various researchers (Ballou & Podgursky, 1995; Grissom & Keiser, 2011; Viano & Hunter, 2017) of principal race being an important predictor of teacher perceptions of administrative duties. Additionally, the present study’s conclusions support the finding of a negative impact of diverse student body composition on teacher perceptions of their schools as highlighted by Horng (2009) and Valentine and Prater (2011).…”

“…Other researchers have investigated the relationship between principal race and teacher outcomes. Viano and Hunter (2017) found that teacher–principal race congruence (being of the same racial group) affects teacher satisfaction. The results of this study indicate that white teachers have more negative perceptions of their jobs and schools when they are under the purview of Black principals, but these effects do vary regionally across the United States.…”

Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey

“…Although the literature suggests that principal support is beneficial for all teachers due to increased satisfaction and retention levels, there is less evidence on whether principal support is specifically beneficial for the satisfaction of ToCs (Fairchild et al, 2011;Ingersoll & May, 2011;Viano & Hunter, 2017). Although it is not possible to manipulate the racial identities of the actual teachers and principals within a school, some of the literature focused on ToCs and principal support has centered on principal-teacher race congruence (Fairchild et al, 2011;Grissom & Keiser, 2011;Viano & Hunter, 2017). According to Viano and Hunter (2017), White teachers in schools led by Black principals reported lower levels of job satisfaction compared to ToCs.…”

“…Although it is not possible to manipulate the racial identities of the actual teachers and principals within a school, some of the literature focused on ToCs and principal support has centered on principal-teacher race congruence (Fairchild et al, 2011;Grissom & Keiser, 2011;Viano & Hunter, 2017). According to Viano and Hunter (2017), White teachers in schools led by Black principals reported lower levels of job satisfaction compared to ToCs. Similar findings were also reported by Grissom and Keiser (2011) who found that teachers who shared the same race as their principal turned over less frequently.…”