Date of Award

Fall 12-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

Committee Chair

Dr. Rose Jones

Committee Chair Department

Curriculum, Instruction, and Special Education

Committee Member 2

Dr. David Daves

Committee Member 2 Department

Curriculum, Instruction, and Special Education

Committee Member 3

Dr. James T. Johnson

Committee Member 4

Dr. Marge Crowe

Committee Member 4 Department

Curriculum, Instruction, and Special Education

Abstract

The purpose of this qualitative study was to describe and explore American male elementary teachers’ perceptions on factors that contribute to decisions to remain in or exit the teaching field, specifically elementary education. Ten African American male elementary teachers participated in the study. The theory from this study was the Motivation–Hygiene theory (Herzberg, Mausner, & Snyderman, 2010). The study was conducted on the basis of Phenomenology with the use of Maslow’s Hierarchy of Needs (Maslow, 1954). Research yielded African American males’ perceptions. Data were collected consisting of one on one interviews. The interview data were analyzed and collected using Colaizzi’s (1978) method. Analysis revealed three emergent themes: role model, recruiting, and financial aspect. Sub-themes were: representation, commitment, mentoring, preparation, work conditions, and career options. Emergent themes were supported by sub-themes. Recommendations for future research included using the present qualitative study to compare African American male retention and attrition data to other genders and ethnicities.

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