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The Relationship between Classroom Racial/Ethnic Composition and Teacher Perceptions of Work Conditions

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Title: The Relationship between Classroom Racial/Ethnic Composition and Teacher Perceptions of Work Conditions
Language: English
Authors: Fabian Barch, Hua-Yu Sebastian Cherng
Source: Journal for Multicultural Education. 2024 18(4):489-507.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Classroom Environment, Racial Composition, Teacher Attitudes, Teaching Conditions, Job Satisfaction, Minority Group Students, Faculty Development, Educational Needs, Outcome Measures
DOI: 10.1108/JME-08-2023-0083
ISSN: 2053-535X
Abstract: Purpose: Prior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions - and the increasing diversity of students beyond a Black/White binary - may matter. This study aims to examine the relationship between teachers' perceptions of work conditions and the racial/ethnic compositions of the classes they teach. Design/methodology/approach: This study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling. Findings: Findings show that teachers' satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher's classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others. Originality/value: This work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1443762
Database: ERIC
FullText Text:
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  Data: The Relationship between Classroom Racial/Ethnic Composition and Teacher Perceptions of Work Conditions
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  Data: <searchLink fieldCode="AR" term="%22Fabian+Barch%22">Fabian Barch</searchLink><br /><searchLink fieldCode="AR" term="%22Hua-Yu+Sebastian+Cherng%22">Hua-Yu Sebastian Cherng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2024 18(4):489-507.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink>
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  Data: 10.1108/JME-08-2023-0083
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  Data: 2053-535X
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  Data: Purpose: Prior research reveals that teachers have lower job satisfaction when they have more Black students, but this work does not consider how different aspects of work conditions - and the increasing diversity of students beyond a Black/White binary - may matter. This study aims to examine the relationship between teachers' perceptions of work conditions and the racial/ethnic compositions of the classes they teach. Design/methodology/approach: This study leverages data from the Measures of Effective Teaching (MET) study. Analyses consist of both descriptive statistics and multilevel regression modeling. Findings: Findings show that teachers' satisfaction with working conditions varies in relation to the racial/ethnic composition of their students. Increase in the percent of Black, Latinx and Asian American students in a teacher's classroom, was associated with a decrease in satisfaction with community involvement and student behavior. For increase in Latinx and Asian American students, this study finds significant decrease in satisfaction with measures of pedagogical and job support. For measures of school leadership and responsiveness to professional development needs, this study sees no significant relationship, which suggests that perceptions of some working conditions are more strongly tied to classroom demographics than others. Originality/value: This work adds nuance to previous research on teacher job satisfaction by exploring satisfaction with various working conditions and how it varies in relation to classroom racial composition. This study concludes with a discussion of potential explanations for observed differences in teacher satisfaction, as well as potential ways to address these differences.
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        Value: 10.1108/JME-08-2023-0083
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      – Text: English
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        PageCount: 19
        StartPage: 489
    Subjects:
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Minority Group Students
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Educational Needs
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      – SubjectFull: Outcome Measures
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      – TitleFull: The Relationship between Classroom Racial/Ethnic Composition and Teacher Perceptions of Work Conditions
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            NameFull: Hua-Yu Sebastian Cherng
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