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Racial Congruence, Teacher Stress, and Professional Commitment among African-American Female Teachers

Black Female Teachers

ISBN: 978-1-78714-462-0, eISBN: 978-1-78714-461-3

ISSN: 2051-2317

Publication date: 11 July 2017

Abstract

Teachers’ perceptions of the workplace can be used to gauge risk for occupational stress. Commonly referred to as the transactional model, teachers’ risk for stress can be assessed by the appraising workplace resources vis-à-vis workplace demands. Stress-vulnerable teachers are associated with lower professional commitment and increased occupational burnout. Using data from the National Center for Education Statistics 2007–2008 Schools and Staffing Survey (SASS), this chapter explored the intersections of risk for occupational stress, racial congruence, and professional commitment among AAF teachers. Findings from this chapter suggest interactions between racial congruence and AAF teachers’ perceptions of occupational stress and commitment to teaching. Implications for how these results might inform policy are discussed.

Keywords

Citation

Fitchett, P.G., Hopper, E.B., Eyal, M., McCarthy, C.J. and Lambert, R.G. (2017), "Racial Congruence, Teacher Stress, and Professional Commitment among African-American Female Teachers", Black Female Teachers (Advances in Race and Ethnicity in Education, Vol. 6), Emerald Publishing Limited, Bingley, pp. 135-158. https://doi.org/10.1108/S2051-231720170000006008

Publisher

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Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited