| Title: |
Considering Race in Teacher Well-Being |
| Language: |
English |
| Authors: |
Camilla M. Griffiths (ORCID 0000-0002-7300-5553); Shannon T. Brady (ORCID 0000-0003-3975-3301); Francis A. Pearman (ORCID 0000-0002-9516-8302) |
| Source: |
Educational Evaluation and Policy Analysis. 2025 47(4):1349-1356. |
| Availability: |
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Race; Well Being; Racial Differences; African American Teachers; White Teachers; Teaching Experience; Job Satisfaction; School Safety; Predictor Variables; Educational Policy; Equal Education; Elementary Secondary Education; Diversity (Faculty) |
| DOI: |
10.3102/01623737241271410 |
| ISSN: |
0162-3737; 1935-1062 |
| Abstract: |
Despite evidence that teachers' professional experiences are racialized, few studies have quantitatively examined possible racial disparities in teachers' job satisfaction. Using data from a nationally representative survey of teachers in the United States, we find that Black teachers report significantly lower job satisfaction than their White colleagues. Moreover, we find that teacher perceptions of school safety are the primary predictor of this gap in job satisfaction. We argue that centralizing race and racialized experiences in consideration of teacher job satisfaction will open new sites of inquiry in educational research and can guide educational policy to promote equity in K-12 schools. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489869 |
| Database: |
ERIC |