Presentation Title

The Role of Administrators in Building a Supportive and Inclusive Environment for a Diverse Staff

Location

Guzman 113, Dominican University of California

Start Date

4-17-2019 6:40 PM

Department

Education

Student Type

Graduate

Faculty Mentor(s)

Jennifer Lucko, PhD

Presentation Format

Oral Presentation

Abstract/Description

This study uses the previous studies of teacher satisfaction and support to examine the relationships between administration and teachers who have diverse backgrounds. Data from this research include interviews and teacher surveys from 20 teachers across two separate campuses, which both have a diverse student population. In order to get a better sense of the diverse staff presented on the campuses, surveys regarding demographic background information and feelings on collaboration, administrative support, and school organizational systems were given to teachers. The survey data shows that teachers on both campuses feel happy and supported. Surveys also showed that administration support is highly valued and often listed as a strength of the school. In-depth interviews that were conducted with staff with diverse backgrounds shows that while teachers do feel generally happy and well-supported, participants with diverse racial backgrounds do not feel safe expressing their differences and histories which leads to feelings of inequity in the way staff is treated. The three frameworks identified were: strength in administrative support and organizational systems, unconscious bias towards staff of color, and feelings of teacher inequity.

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Apr 17th, 6:40 PM

The Role of Administrators in Building a Supportive and Inclusive Environment for a Diverse Staff

Guzman 113, Dominican University of California

This study uses the previous studies of teacher satisfaction and support to examine the relationships between administration and teachers who have diverse backgrounds. Data from this research include interviews and teacher surveys from 20 teachers across two separate campuses, which both have a diverse student population. In order to get a better sense of the diverse staff presented on the campuses, surveys regarding demographic background information and feelings on collaboration, administrative support, and school organizational systems were given to teachers. The survey data shows that teachers on both campuses feel happy and supported. Surveys also showed that administration support is highly valued and often listed as a strength of the school. In-depth interviews that were conducted with staff with diverse backgrounds shows that while teachers do feel generally happy and well-supported, participants with diverse racial backgrounds do not feel safe expressing their differences and histories which leads to feelings of inequity in the way staff is treated. The three frameworks identified were: strength in administrative support and organizational systems, unconscious bias towards staff of color, and feelings of teacher inequity.