Motivational Factors Affecting Black Male Principals in Rural North Carolina

Autor/in	Hopper, Titus Lamont
Titel	Motivational Factors Affecting Black Male Principals in Rural North Carolina
Quelle	(2023), (115 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, The University of North Carolina at Charlotte
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-6217-4
Schlagwörter	Hochschulschrift; Dissertation; African Americans; Principals; Males; Motivation; Rural Schools; School Districts; Administrator Role; Advocacy; Job Satisfaction; Human Capital; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Principal; Schulleiter; Male; Männliches Geschlecht; psychologische; Motivation (psychologisch); Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Sozialanwaltschaft; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Humankapital
Abstract	Many Black educators and principals led the nation's schools in the early-to-mid-1900's, when American public education was racially segregated. Black male principals leading predominantly Black schools was commonplace before the United States Supreme Court's decision in "Brown v. Board of Education" that ruled that the practice of separate was no longer equal. The number of Black male principals serving in North Carolina schools today is disproportionately low. Research on rural schools is scant and there is even less research about Black male principals leading these schools. This study focused on the motivational factors affecting Black male principals working in rural North Carolina school districts. The purpose of this basic, interpretive qualitative case-study was to explore the lived experiences of these principals. As part of this exploration, the researcher examined factors that motivated Black male principals to work in rural North Carolina counties. All five participants in the study expressed that they embraced their profession and work as a major component of their identity; four were native to their rural communities. They believed they had a moral obligation to serve as a mirror, a window, and an advocate for rural North Carolina students and prove that Black male principals were educational leaders and more than disciplinarians. Job dissatisfaction factors included the low expectations and deficit perceptions of schools and students from rural counties in North Carolina, as well as the inequitable distribution and access to human capital and resources. The researcher's hope is that insight gained from this investigation would positively impact recruiting, mentoring, coaching of Black male principals, and aid in their retention not only in rural districts, but potentially all districts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01