Racial Mismatch and School Type
Racial Mismatch and School Type
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种族不匹配和学校类型
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Irenee R. Beattie
中科院分区：
文献类型：
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作者：
L. Renzulli;H. Parrott;Irenee R. Beattie
对教师满意度的研究表明，满意度与教师所在学校的种族构成和组织结构有关。在本文中，作者借鉴种族和组织理论，同时研究了学校类型（传统公立学校与特许学校）和种族不匹配对教师满意度和随后的流动率的影响。在此过程中，他们研究了传统公立学校和特许学校之间的组织差异，这些差异导致了这些学校类型的满意度和营业额的系统性差异。作者利用 1999-2000 年学校和人员配备调查数据发现，由于拥有更大的自主权，特许学校教师比公立学校教师更满意。然而，特许学校教师比传统教师更有可能离开教学岗位。作者还表明，在种族不匹配的学校教学会导致白人教师的满意度降低，而在特许学校就读可以减少这种负面影响。
Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial mismatch on teacher satisfaction and subsequent turnover. In doing so, they examine the organizational differences between traditional public and charter schools that contribute to systematic differences in satisfaction and turnover across these school types. Using 1999-2000 Schools and Staffing Survey data, the authors find that charter school teachers are more satisfied than are public school teachers because of greater autonomy. Charter school teachers, however, are more likely to leave teaching than are traditional teachers. The authors also show that teaching in racially mismatched schools results in lower levels of satisfaction for white teachers and that being in a charter school reduces this negative effect.