Date of Award
The equity of education for African American students, especially from low-income and economically marginalized (LIEM) communities, has been a major topic of debate prior to the Civil War. The purpose of this study was to determine if educational equity has a positive effect on teacher effectiveness, teacher job satisfaction, and teacher perceptions of the school climate. Participants were educators who teach elementary and secondary level students in the Northeastern region of the United States with at least one year of experience (N = 73). Eligible participants accessed the research prompt and survey via an online link using Qualtrics. The study assessed the serial mediation with Teacher Effectiveness and Teacher Job Satisfaction serially mediating the relationship between Educational Equity and Teacher Perceptions of School Climate. Teacher Job Satisfaction was evaluated on four levels: Teacher Job Satisfaction with Coworkers, Teacher Job Satisfaction with Parents, Teacher Job Satisfaction with Student Behavior, and Overall Teacher Job Satisfaction. Although Educational Equity results were insignificant, findings from this study expand our knowledge and understanding of the impact educational equity may have on teacher effectiveness, teacher job satisfaction, and teacher perceptions of school climate.
Johnson, Imena Monet, "WHEN EQUITY IS NOT ENOUGH: THE SERIAL MEDIATION OF TEACHER EFFECTIVENESS AND TEACHER JOB SATISFACTION ON EDUCATIONAL EQUITY AND TEACHER PERCEPTIONS OF SCHOOL CLIMATE" (2023). Theses and Dissertations. 586.