Abstract

This study addressed the difficulty of recruiting and retaining qualified teachers by examining the qualities and characteristics of teacher fit in a group of Southern California charter schools that serve low-income Black and Hispanic students. Given the significance and importance of culturally relevant and responsive education in schools that serve primarily Black and Hispanic students (Castagno, 2009; Gay, 2000; Howard, 2003; Ladson-Billings, 1994; 1995; 2006; Lindsey, Karns, & Myatt 2010; Nieto, 2005a; Poveda & Martin, 2004), three survey instruments; a demographic questionnaire, the Teachers Multicultural Attitudes Survey (TMAS), and the Multicultural Teaching Competency Scale (MTCS); were used to assess teacher attitudes about, and teaching competency in, multicultural education. A quantitative analysis using paired t-tests and one-way Analysis of Variance (ANOVA) statistical techniques was conducted. Results revealed that there was no statistical difference in the levels of multicultural teaching knowledge and skills based on demographic characteristics among the teacher and administrator groups. There was no statistical significance between the levels of sensitivity and familiarity with multicultural issues among the teachers and the administrators. There was no statistical significance between teachers' and administrators' level of multicultural teaching skills and multicultural teaching knowledge. There were no differences, with the exception of gender, in the level of sensitivity and familiarity with multicultural issues based on teachers' demographic characteristics. In this study, male teachers scored lower than female teachers on the TMAS. With respect to the administrators; gender, birth place, work experience, ethnicity, educational backgrounds of parents, household incomes, and the location in which they grew up did not influence their levels of sensitivity and familiarity with multicultural issues. The results of this study indicated that teachers at Fired Up Schools begin their employment with a reasonably strong level of sensitivity and familiarity with multicultural issues. Since teachers are developed and trained into administrators from within the organization, the administrators also demonstrated a reasonably strong level of sensitivity and familiarity with multicultural issues. With respect to multicultural teaching skills and knowledge, this study indicated that the levels of multicultural teaching skills and knowledge were as strong as the levels of multicultural attitude.

Library of Congress Subject Headings

Dissertations (EdD) -- Organizational leadership; Teachers -- Recruiting; Multicultural education; Culturally relevant pedagogy

Date of Award

2014

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Harding, Nancy;

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