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Autor/inn/en | Hall, Todd; Bassok, Daphna; Doromal, Justin B.; Markowitz, Anna J. |
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Titel | A Director Like Me: Teacher-Leader Racial/Ethnic Match and Job Outcomes in Child Care Centers |
Quelle | (2023), (59 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Markowitz, Anna J.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Teacher Administrator Relationship; Racial Differences; Child Care Centers; Child Caregivers; Job Performance; Administrators; School Personnel; Teacher Characteristics; Administrator Characteristics; Incidence; Teacher Attitudes; Job Satisfaction; Faculty Mobility; Virginia |
Abstract | The leaders of child care centers shape the everyday experiences of child care teachers, who play a critical role in supporting young children. While research has linked leadership to policy-relevant outcomes such as teacher job satisfaction and turnover, little is known about specific leader characteristics linked to teacher job outcomes. In K-12, one key factor associated with increased job satisfaction and lower turnover is teacher-principal racial/ethnic match, however there is no evidence to date on how teacher-leader racial/ethnic match relates to teacher job outcomes in child care settings. Using data from a sample of 1,011 teachers at child care centers in Virginia, this study documents the prevalence of teacher-leader racial/ethnic match. We estimate associations between racial/ethnic match and teachers' views of leadership, job satisfaction, turnover intentions, and turnover after six months. Although two-thirds of child care teachers experienced racial/ethnic match with their child care center leader, Black and Hispanic teachers were far less likely to experience racial/ethnic match than White teachers. We did not find significant associations between racial/ethnic match and teacher job outcomes after adjusting for covariates. We discuss potential explanations, directions for future research, and implications for policy. [This paper was published in "Early Childhood Research Quarterly" v62 p369-384 2023.] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |