Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction
Abstract
Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.
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Identity of self is paramount and often leads to a greater connection and commitment to the institution when there is identity alignment, with particular attention to race and ethnicity.
“Identity of self is paramount and often leads to a greater connection and commitment to the institution when there is identity alignment, with particular attention to race and ethnicity (Farinde-Wu & Fitchett, 2018).”
From “It’s Not Just About Competition – It’s Ceremony”: Introducing the Embedded Indigeneity Framework for Understanding Identity, Mission, and Practice in TCU and NASNTI Athletics (2026) · cites this paper as Farinde-Wu & Fitchett, 2018
Cites
Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment.
Brewer, R. M., & Collins, P. H. (1992) · Contemporary Sociology · doi:10.2307/2074808 · Cited by 19,445 · see citing works
Teacher Turnover and Teacher Shortages: An Organizational Analysis
Ingersoll, R. M. (2001) · American Educational Research Journal · doi:10.3102/00028312038003499 · Cited by 2,989 · cited 5× · see citing works
“Student behavior may also affect teacher job satisfaction (Garrahy, Cothran, & Kulinna, 2005; Ingersoll, 2001).”
BackgroundInfluentialJohnson, S. M., Kraft, M. A., & Papay, J. P. (2012) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146811211401004 · Cited by 822 · see citing works
Morris, J. E. (2004) · American Educational Research Journal · doi:10.3102/00028312041001069 · Cited by 141 · see citing works
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Foster, S., & Welch, N. (2026) · Journal of Intercollegiate Sport · doi:10.17161/jis.v19i3.24806
“Identity of self is paramount and often leads to a greater connection and commitment to the institution when there is identity alignment, with particular attention to race and ethnicity (Farinde-Wu & Fitchett, 2018).”
- Authors
- Farinde-Wu, A., & Fitchett, P. G.
- Affiliations
- University of Pittsburgh, PA, USA
- University of North Carolina at Charlotte (US)
- ORCID
- Fitchett, Paul G.
- Venue
- Urban Education
- Publisher
- SAGE Publications
- Published
- 2016-05-25
- Volume
- 53
- Issue
- 1
- Pages
- 86-112
- ISSN
- 0042-0859 (ISSN-L)
- 1552-8340
- OpenAlex
- W2397784599
- Cited by
- 52
- References
- 4
- Citations by year
- 2026: 6 · 2025: 8 · 2024: 8 · 2023: 5 · 2022: 6 · 2021: 5 · 2020: 3 · 2019: 3 · 2018: 5 · 2017: 3
- FWCI
- 16.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Urban Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Professional Development and Motivation
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- job satisfaction, Black female teachers, organizational climate, teacher attrition, teacher retention, urban schools, administrative support, student behavior, teaching commitment, Schools and Staffing Survey
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