ERIC Number: EJ1138401
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 43
Morale, Participation and Shortage in White-Majority and White-Minority Schools: Principals' Perceptions
Cheema, Jehanzeb R.; Fuller Hamilton, Asia N.
Issues in Educational Research, v27 n2 p215-233 2017
Prior research has shown that teacher-centred factors such as teacher participation in decision making, teacher morale, and shortage of teaching staff, can affect school performance. In this study we examined how these factors differ between White-majority and White-minority schools both before and after controlling for school characteristics such as school type, socioeconomic status, student-teacher ratio etc. Our results indicate significant differences in teacher morale and shortage of teaching staff between White-majority and White-minority schools, with these differences persisting even after controlling for basic school characteristics. Implications are discussed.
Descriptors: Teacher Morale, Teacher Participation, Teacher Shortage, Participative Decision Making, Whites, Principals, Administrator Attitudes, Racial Composition, Item Response Theory, Correlation, Multiple Regression Analysis, Educational Assessment, Secondary School Students, School Surveys, National Surveys, Public Schools, Socioeconomic Status, Teacher Student Ratio, Academic Achievement
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: firstname.lastname@example.org; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment