Equal educational opportunity and declining teacher morale at black,white, and Hispanic high schools in a large urban school district |
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| Authors: | James E Bruno |
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| Institution: | 1. Department of Education, University of California, Los Angeles
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| Abstract: | School desegregation plans and program efforts in bilingual education, special education, compensatory education, and others designed to promote equal educational opportunity for minorities are threatened with a teaching staff best described as being “burned out,” highly stressed, of low morale, having high absenteeism, and subject to physical abuse. This study examines the extremely low level of teacher morale at inner-city schools and finds major “ethical” stressors such as racial tension among faculty, falsifying of school records, and sexual harassment by school officials emerging as factors contributing to teacher exit and absenteeism. With the use of multivariate discriminant analysis procedures and a sample of 400 high school teachers at nine high schools (three black, three white, and three Hispanic in terms of predominant ethnicity), a set of stressors were derived which uniquely characterize teachers at predominantly black, white, and Hispanic high schools. An economic framework is also presented for understanding the nature of the teacher morale, exit, and absenteeism phenomena in urban schools. |
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