Date of Award
Fall 12-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Curriculum, Instruction, and Special Education
Committee Chair
Rose Jones
Committee Chair Department
Curriculum, Instruction, and Special Education
Committee Member 2
David Daves
Committee Member 2 Department
Curriculum, Instruction, and Special Education
Committee Member 3
James T. Johnson
Committee Member 4
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.
Copyright
2012, Lemanski Chante' Walker
Recommended Citation
Walker, Lemanski Chante', "African American Male Elementary Teachers' Perceptions on Factors that Influence Their Retention and Attrition: A Qualitative Study" (2012). Dissertations. 439.
https://aquila.usm.edu/dissertations/439
Included in
Curriculum and Instruction Commons, Social and Philosophical Foundations of Education Commons