dr. robert marcel branch, phd dissertation defense, dissertation chair, dr. william allan kritsonis

8/14/2019 Dr. Robert Marcel Branch, PhD Dissertation Defense, Dissertation Chair, Dr. William Allan Kritsonis

http://slidepdf.com/reader/full/dr-robert-marcel-branch-phd-dissertation-defense-dissertation-chair-dr 1/157

THE IMPACT OF RECRUITMENT AND RETENTION OF HISPANIC

TEACHERS ON THE ACADEMIC PERFORMANCE OF HISPANIC

STUDENTS IN SELECTED TEXAS SCHOOLS

A Dissertation

by

ROBERT MARCEL BRANCH

Submitted to the Graduate SchoolPrairie View A&M University

in partial fulfillment of the requirements for the degree of

DOCTOR OF PHILOSOPHY

March 2009

Major Subject: Educational Leadership



ABSTRACT

The Impact of Recruitment and Retention of Hispanic Teachers on the

Academic Performance of Hispanic Students in Selected Texas Schools.

(MARCH 2009)

Robert Marcel Branch; B.A. Louisiana State University;

M.A., M.Ed. - Prairie View A&M University

Dissertation Chair: William A. Kritsonis, Ph.D.

The purpose of this study was twofold: To identify methods

to assist with the recruitment and retention of Hispanic teachers in

selected schools in Texas; and, to assess whether the presence of

Hispanic teachers is related to Hispanic student performance. A

mixed methods design involving quantitative and qualitative

measurements was utilized.

Quantitatively, data from the Texas Education Agency (TEA)

on selected schools were consolidated and analyzed for possible

relationships between Hispanic teachers and Hispanic student

performance. Qualitatively, Hispanic teachers and district

administrators were surveyed and interviewed to examine factors

associated with the effective recruitment and retention initiatives

for Hispanic teachers in the sample.

The quantitative portion of the study showed that the

average annual percentage for Hispanic teachers ranged from 6.5%

iii



to 8.2%; the average annual increase over the years under study

was 0.15 percentage points. The average percentage for Hispanic

students ranged from 27.8% to 35.2%; the average annual increase

over the same years under the study was 1.78 percentage points.

When the relationship between the average percent of

Hispanic teachers and the average percent of Hispanic students

passing the TAKS Exit Level examination in Mathematics was

determined for the three years under study, all Pearson r values

were negative. The results of r = – 0.372 for SY 2004 – 2005 and r =

- 0.418 for school year (SY) 2005 – 2006 were significant at 0.05

level, two-tailed.

Likewise, when the relationship between the average percent

of Hispanic teachers and the average percent of Hispanic students

passing the TAKS Exit Level examination in English/Language Arts

was determined for the three years under study, all Pearson r

values were also negative. The results of r = – 0.328 for SY 2004 –

2005 and r = - 0.520 were significant at 0.05 level, two-tailed. The

increase of Hispanic teachers in SY 2006 – 2007 did not

significantly affect the performance of Hispanic students in both

Mathematics and Reading/ELA TAKS Exit level examinations.

Possibly, the additional Hispanic teachers were assigned to

subjects other than Mathematics and Reading/ELA.

iv



The qualitative portion of the study posed questions to

Hispanic teachers and school administrators and district personnel

regarding recruitment and retention initiatives experienced by both

groups. Forty Hispanic teachers answered the survey and 14

school and district administrators were interviewed.

Of the nine motivating factors advanced by the researcher in

terms of recruiting Hispanic teachers, the top five ranked by the

Hispanic teachers were: opportunity to help others, job location,

salary, needed a job and prestige of the district or school.

The researcher had identified 15 factors that may motivate

Hispanic teachers to remain in their teaching job after they have

joined the teaching force. Results of the rating done by the

Hispanic teachers identified the top five reasons: opportunity to

help others, job satisfaction, job security, salary and working

conditions.

v



DEDICATION

This work is dedicated to my parents, Willie Mae Fusilier-Phillips

and Robert L. Branch. Thank you for teaching me to be diligent in

my work and to always finish any task that I begin.

vi



ACKNOWLEDGEMENTS

There are so many people who have helped me through this

academic journey, and I cannot begin to thank you enough. First,

this accomplishment would not have been possible without God’s

grace, and I am eternally grateful. Thank you God! I must thank

my parents for instilling in me the importance of education. I

actually remember them calling me “Dr. Branch” even at the early

age of seven---well Mom and Dad, it has finally happened. I know

that your prayers have helped me stay focused, and I thank you

both.

Eric, I thank you for pushing me and for the constant

encouragement. From the beginning to the end, your technical

support has been a tremendous help. To all of my dear friends,

family members, and fellow classmates of Cohort II---thank you for

motivating me and for being great encouragers. You know who you

are and I thank each of you for being on my team.

Without the support of my Dissertation Chair, Dr. William A.

Kritsonis, I am uncertain as to how far I would have gotten on this

project. Your continuous encouragement and thoroughness will

never be forgotten. Dr. Hermond, Dr. Gibson, and Dr. Herrington,

thank each of you for serving on my committee. Your critical

thoughts, constructive feedback, and positivity have helped to

shape this document…and I thank you. You are all my heroes and

vii



I hope to one day be as valuable a servant to students as each of

you has been for me.

viii



TABLE OF CONTENTS

Page

ABSTRACT ........................................................................................ iii

DEDICATION .................................................................................... vi

ACKNOWLEDGEMENTS ............................................................... vii

TABLE OF CONTENTS ................................................................... ix

TABLE OF TABLES ........................................................................ xiii

CHAPTER I. INTRODUCTION .........................................................1

Statement of the Problem .........................................................3

Research Questions ..................................................................5

Null Hypotheses ........................................................................6

Purpose of Study ......................................................................6

Significance of the Study ..........................................................7

Assumptions and Limitations of Study ...................................8

Definition of Terms ..................................................................9

Organization of Study .............................................................11

CHAPTER II. REVIEW OF LITERATURE ...................................13

The Hispanic Student Population .........................................13

Hispanic Student Academic Performance Trends .................14

Diversity in the Teaching Profession .....................................14

Positive Role Models ...............................................................15

Successful Interactions ...........................................................15

ix



Page

Recruitment Into Teaching .....................................................16

The Motivation to Teach .........................................................21

Factors Contributing to the Low Number of Minorities Entering

Teaching ..................................................................................27

The Perceived Low Esteem of the Teaching Profession ........27

Inadequate College Preparation and Guidance .....................29

Factors Hindering Retention of Teachers ..............................31

Stress ............................................................................31

Role Ambiguity ............................................................34

Summary and Conceptual Framework .................................35

CHAPTER III. METHOD .................................................................37

Purpose of the Study ...............................................................37

Research Questions .................................................................38

Null Hypotheses ......................................................................39

Research Design ......................................................................39

Quantitative .................................................................40

Qualitative ....................................................................41

Pilot Study ...............................................................................42

Qualitative ....................................................................42

Participants of the Study ........................................................43

Quantitative .................................................................43

x



Page

Qualitative ....................................................................44

Instrumentation and Data Collection ....................................45

Quantitative .................................................................45

Qualitative ....................................................................46

Validity and Reliability ........................................................... 46

Research Procedures ...............................................................47

Quantitative .................................................................47

Qualitative ....................................................................47

Data Collection ........................................................................48

Quantitative .................................................................48

Qualitative ....................................................................49

Analysis of Data ......................................................................50

Quantitative .................................................................50

Qualitative ....................................................................52

Summary .................................................................................53

CHAPTER IV. RESULTS ..................................................................55

Results of Study ......................................................................56

Quantitative Research Question 1 .........................................56



Qualitative Demographics ......................................................61

xi



Page

Recruitment Factors ...............................................................75

Qualitative Research Question 1 ............................................80




Administrative Demographics ................................................ 87

Qualitative Research Questions for Administrators .............91

Discussion ................................................................................99

Summary ...............................................................................105

CHAPTER V. SUMMARY AND CONCLUSIONS ........................ 107

Summary ...............................................................................107

Conclusions ...........................................................................111

Recommendations .................................................................116

Recommendations for Further Study ................................... 117

REFERENCES ................................................................................119

APPENDIXES .................................................................................. 131

VITA ................................................................................................. 142

xii



TABLE OF TABLES

Page

Table 1 Average Percentages of Hispanic Teachers and Hispanic

Students in Selected Schools in Texas ..............................................57

Table 2 Relationship of the Percent Hispanic Teachers and Percent of

Hispanic Students Passing the TAKS Mathematics Exit Level

Examination in Sixty Four High School ...........................................58

Table 3 Regression Equations Predicting % Hispanic Students Passing

Mathematics TAKS Exit Level Examinations (Dependent Variable Y)

Using % Hispanic Teachers as Predictor Variable (X) .....................59

Table 4 Relationship of the Average Percent of Hispanic Teachers and

Percent of Hispanic Students Passing the TAKS ELA Exit Level

Examination .......................................................................................60

Table 5 Regression Equations Predicting % Hispanic Students Passing

ELA TAKS Exit Level Examinations (Y) Using % Hispanic Teachers as

Predictor Variable (X) ........................................................................61

Table 6 Gender of Hispanic Teacher Respondents ...........................62

Table 7 Ethnicity of Hispanic Respondents ......................................63

Table 8 Country of Origin of Hispanic Teacher Respondents .........64

Table 9 Age Bracket of Hispanic Teacher Respondents ..................65

Table 10 Respondents from Immigrant Families (Hispanic Teachers)

............................................................................................................66

xiii



Page

Table 11 Years of Teaching Experience of Hispanic Teacher

Respondents .......................................................................................67

Table 12 Grade Levels Handled by Hispanic Teachers ...................68

Table 13 Highest Academic Degree Earned by the Hispanic Teachers

............................................................................................................69

Table 14 Path to Certification of Hispanic Teachers .......................70

Table 15 Persons Who Influenced Hispanic Teachers to Teach ......71

Table 16 Subjects Taught by Hispanic Teachers .............................72

Table 17 Recruitment Factors – What motivated you to take your

current teaching position? .................................................................75

Table 18 Recruitment Factors – What keeps you in your current

teaching position? ..............................................................................78

Table 19 Part 3 – Question No. 1. What do you think about the

teaching profession? ..........................................................................80

Table 20 Part 3 – Question No. 2. What factors influenced your

decision to teach? ...............................................................................82

Table 21 Part 3 – Question No. 3. How were you recruited into your

district?...............................................................................................84

Table 22 Part 3 – Question No. 4. What are the reasons why you chose

to remain in the teaching profession? ...............................................85

xiv



xv

Page

Table 23 Gender of Respondents (School Administrators and District

Personnel) ..........................................................................................87

Table 24 Ethnicity of Respondents (School Administrators and District

Personnel) ..........................................................................................87

Table 25 Highest Education Degree of School Administrators and

District Personnel ..............................................................................88

Table 26 Years of Experience in Education of School Administrators

and District Personnel .......................................................................89

Table 27 Administrative Positions of Interviewed Respondents .....90

Table 28 What are the approaches used by the districts to recruit

Hispanic teachers? .............................................................................91

Table 29 What is the impact, if any, of having Hispanic teachers on

your campus relating to the academic success of your Hispanic

students? ............................................................................................93

Table 30 What are the approaches used by your district to retain

Hispanic teachers?.............................................................................94

Table 31 What approaches appear to be successful in recruiting and

retaining Hispanic teachers?.............................................................97



CHAPTER I

INTRODUCTION

Diversity in schools across the nation must be addressed.

While the ethnic diversity of the school-aged population is

increasing, the K-12 teachers are becoming homogeneous as a

group in terms of ethnicity. Increasing numbers of culturally

diverse students in the public schools create a corresponding need

for qualified teachers who can communicate with students and

articulate their needs within the context of their cultures and/or

native language (Talbert-Johnson, 2001). It is not necessarily true

that all minority students need a minority teacher to become

educated, but a diverse teacher population is important in that

minority teachers can bring positive images and unique

perspectives to their students (Southern Regional Education

Board, 2003).

Between the years 1989 and 2000, the population of

minorities in schools increased throughout the southern parts of

the United States. In Texas, the of minority student population

grew 11% from 49% to 57% (Southern Regional Education Board,

2003). However, during the same period of time in the southern

region of the United States, the number of teachers in the

education profession has become less diverse (Southern Regional

Education Board, 2003). Since the late 1980s, most states in the

1



2

south have experienced a decline in their number of minority

teachers (Southern Regional Education Board, 2003). To proceed

efficaciously in educating all students, the literature suggests

abandoning the quest for cultural homogeneity and embracing

differences in the current society (American Association of Colleges

for Teacher Education,1990a).

In schools with high minority enrollments, school districts

continue to have a critical shortage of qualified teaching

professionals. There is a great need for mathematics, science,

special education, bilingual and ESL teachers (Haselkorn, 2002).

The teacher shortages in these areas could possibly explain why

minority students have historically performed worse than white

student on academic measures.

This gap in achievement has declined only slightly over the

past 30 years (Campbell, Hombo, & Mazzeo, 2000). As the number

of students from diverse backgrounds grows, culturally responsive

education becomes more important. Schooling is, among other

things, a social activity. Minority teachers often think that they can

play a significant role in connecting with and relating to minority

students (Klassen & Carr, 1997). According to Klassen and Carr’s

study, most minority teachers believe that they play an important

role in connecting with minority students, but they believe that



3

district administration and principals of the school is critical to the

institutionalization of culturally responsive education.

Statement of the Problem

According to the 2000 United States Census, Hispanics or

Latinos have become the largest minority group in the United

States and the fastest growing, representing 12.5% of the total

United States population. This represents a 58% increase in the

Hispanic population since 1990 (U. S. Census Bureau, PHC-T-1,

2000).

Along with being the fastest growing minority group,

Hispanics are also one of the youngest population groups in the

United States, with one-third of the population being under 18

years of age (U. S. Census Bureau, Current Population Survey,

2007). Within the metropolitan area of Houston, Texas, where this

study occured, 37.5% of the population is of Hispanic or Latino

origin (U. S. Census Bureau, Harris County Quick Facts, 2007).

Hispanic enrollment in elementary schools nationwide has

increased by 157% between 1978 and 1998 (ERIC Clearinghouse,

2001). In 2001 Hispanic students comprised of at least 15% of the

K-12 population (ERIC Clearinghouse, 2001). It was predicted in

2001 that by the year 2025 that Hispanics would represent 25% of

the school population (ERIC Clearinghouse, 2001). However, in

2006, those figures actually showed that Hispanic K-12 school



4

enrollment represents 27.2% (U. S. Census Bureau, Current

Population Survey, 2006). While the Hispanic population continues

to grow, the educational attainment of this community lags behind

the rest of the population at all levels. Texas Education Agency

PEIMS data from the 2006-2007 school year indicated that 21% of

the teachers in the state of Texas were Hispanic. However,

Hispanic students for the same year represented 46% of the total

student population (TEA, 2007).

With respect to demographic trends, educational leaders

must take a closer look at the statistics. For example, the dropout

rate among Hispanic students is one of the highest in the country.

Hence, it is necessary to minimize this problem toward Hispanic

students’ success. In 2005, more than 22% of Hispanic students

ages 16 through 24 were considered high-school dropouts,

(National Center for Education Statistics, 2006). This means they

were not enrolled in school, and had not graduated from high

school or passed General Education Development (GED) tests.

The shortage of Hispanic educators plays a role in the

educational experiences of Hispanic students. Findings indicate

that increasing the number of Hispanic educators positively affects

the educational attainment of Hispanic students (Darder, Torres, &

Gutierrez, 1997). Because population projections show that



5

Hispanic students will continue to increase, schools must

determine the best strategies to teach these students.

Research Questions

The following quantitative and qualitative research questions

guided the study:

Quantitative

1. For school years (SY) 2000 through 2007, is the increase in

Hispanic teachers proportional to the increase in Hispanic

students in Texas?

2. Is there a relationship between the percent of Hispanic

teachers and the percent of Hispanic students passing the

Texas Assessment of Knowledge and Skills (TAKS) Exit level

examination in the core area of Mathematics?




examination in the core area of English/Language Arts

(ELA)?

Qualitative

1. What factors influenced Hispanic teachers to go into and

remain in the teaching profession in select Texas schools?

2. What is the value of increasing the number of Hispanic

teachers in Texas school districts?



6

3. What are the approaches used by the school districts to

recruit and retain Hispanic teachers?

4. Which of these approaches appear to be successful in

recruiting and retaining Hispanic teachers?

Null Hypotheses

The null hypotheses below were generated for the

quantitative research questions.

H01 There is no statistically significant correlation between the

percent of Hispanic teachers in Texas high schools and the

percent of Hispanic students passing the Texas Assessment

of Knowledge and Skills (TAKS) Exit Level Mathematics

examination.




of Knowledge and Skills (TAKS) Exit Level English/Language

Arts (ELA) examination.

Purpose of the Study

The purpose of the study was to first establish whether the

number of Hispanic teachers was proportional to the number of

Hispanic students and whether the presence of these teachers

influenced Hispanic student performance. It was also to identify

methods to assist with the recruitment and retention of Hispanic



7

teachers in selected Texas schools. Information from the study will

help educational leaders meet the educational needs of all children

through maximizing their human resources.

Through the use of a survey and interviews, factors

associated with effective recruitment and retention initiatives for

Hispanic teachers within selected Texas school districts is

described. The study also involved an examination of available data

to determine whether the percent of Hispanic teachers in Texas

schools is related to the academic achievement of Hispanic

students as measured on exit level examinations.

This study garnered from Hispanic teachers, school district

administrative personnel, and Texas Education Agency data the

need for more Hispanic teachers. Qualitative data were used to

evaluate methods to best recruit and retain Hispanic teachers in

Texas schools.

Significance of the Study

This study provides useful data for school districts,

institutions of higher education, and other governing entities

regarding effective recruitment and retention initiatives of Hispanic

teachers. This is particularly pertinent within a greater context of

teacher shortage; furthermore, school districts may be better

equipped to hire and retain highly qualified Hispanic teachers for

their students.



8

Assumptions

1. All teachers answered each question truthfully regarding why

they chose teaching as a profession.

2. Teachers honestly responded to questions regarding their desire

to remain in the teaching profession.

3. A teacher representative distributed the survey/questionnaire

to their employees.

4. All employees received the online survey and questionnaire.

5. All employees have access to a computer.

6. All instruments used are reliable and valid.

Limitations of the Study

1. Aspects of the study were limited to information gathered from

survey responses and the interview responses of the teachers

and administrators in the selected school districts participating

in the study.

2. The results are not generalizable.

3. Aspects of the study were limited to the extant data gathered

from the Texas Education Agency.

4. The study limited the participants to those teaching in the

secondary grade levels; thereby, excluding the input of Hispanic

teachers in the elementary grades.

5. The study was limited to information gathered from school and

district personnel sampled in the state of Texas.



9

6. The study was limited to the extent that participants were

truthful in their responses.

Definition of Terms

For the purpose of the study, the key terms used are defined

as follows:

Academic Achievement Gap, according to Bowman is:

The condition where millions of students (primarily

poor African-American, Asian, Native American, and

Hispanic) have not obtained the education necessary

for full participation in the economic and civic life of

the country. Furthermore, the inequality that results

from differences in educational achievement of

children is likely to make the social stability of the

United States increasingly doubtful (Bowman, 1994 p.

1).

This is indicated by the increased number of drop-outs and people

living in poverty.

Achievement Ideology is the belief that “glass ceilings” and

injustices will not hinder achievement (Ford & Thomas, 1997).

Culture “is the collective programming of the mind that

distinguishes the members of one group or category from another”

(Hofstede, 1997 p. 4).



10

Dealing with Diversity is to rid of the desire for cultural

homogeneity and to seek cultural values as a nation, while at the

same time embracing the differences of the entire population

(AACTE,1990).

Ethnic Groups refers to a group of people who share a common

heritage, value system and way of believing, distinguishable by

cultural and sociological traits (Baptiste, 1976).

Hispanic or Latino persons are of Cuban, Mexican, Puerto Rican,

South or Central American, or other Spanish culture origin,

regardless of race. The term “Spanish origin” is sometimes used in

addition to “Hispanic or Latino” (U. S. Department of Education,

National Center for Education Statistics, 2002).

Minority is a term typically used to refer to United States citizens

who are African-American, Asian, Hispanic, or American Indian.

For the purposes of this study, the term minority will refer to

African-Americans and Hispanics (Author or Source, June, 2008).

Mixed-Method Study refers to a research design that includes at

least one quantitative method (designed to analyze numbers) and

one qualitative method (often designed to analyze words). Defined

as “the class of research where the researcher mixes or combines

quantitative and qualitative research techniques, methods,

approaches, concepts, or language into a single study” (Johnson &

Onwuegbuzie, 2004, p. 17).



11

Texas Assessment of Knowledge and Skills (TAKS) testing “refers to

a standardized test used in Texas primary and secondary schools

to assess students’ attainment of reading, writing, math, science,

and social studies skills required under Texas education

standards”. Although created before the No Child Left Behind Act

was passed, it complies with the law. It replaced the previous test

called the Texas Assessment of Academic Skills or TAAS, in 2003

(Texas Education Agency, 2007).

Teacher Retention refers to the proportion of teachers in one year

who are still teaching in the same school the following school year

(TEA, 2002).

Texas Education Agency (TEA) is a state agency comprised of the

commissioner of education and agency staff. “The TEA and the

State Board of Education (SBOE) guide and monitor activities and

programs related to public education in Texas. SBOE consists of

15 elected members representing different regions of the state”

(TEA, 2002).

Organization of the Study

This study has five chapters. Chapter I contains an

introduction, background of the problem, statement of the

problem, purpose of the study, significance of the study,

assumptions, and limitations. It also includes the research



12

questions and null hypotheses of the present study. Also, included

are definitions of terms valuable to the study.

Chapter II is a review of the literature on recruitment and

retention issues in public schools. Method for the study, data

analysis, procedures, and instrumentation are found in Chapter

III. Chapter IV presents the findings of the study in relation to the

research questions. A summary of major findings of the study with

conclusions and recommendations for further study are discussed

in Chapter V.



13

CHAPTER II

REVIEW OF LITERATURE

The recruitment and retention of minority teachers became

significant in public policy academic discourse in the 1980s, out of

a concern about the diminishing pool of minority teachers (Cole,

1986). The racial and ethnic disparity between teachers and

students was stark. The United States public school population

had become more diverse; while the nation’s public school teachers

had become less diverse.

This chapter includes concepts of diversity in the teacher

workforce and the impact that role models, successful interactions,

and understanding play in the decision for minority students to be

motivated to go into the teaching profession. This chapter also

illustrates factors that research indicates as the contributors to the

low number of minorities entering the teaching profession. All of

these factors together, as described in the review of literature, map

the course for historical reasons that minorities do not go into or

remain in the teaching profession.

The Hispanic Student Population

There has been a 5% increase in public school enrollment

from 1995 to 2000 in the United States (NCES, 2007). The most

drastic demographic change has occurred with the Hispanic

student population. This population of students has had a 6.4%



14

increase while the white student population has decreased by 9.2%

(U. S. Department of Education, NCES, 2003a).

Hispanic Student Academic Performance Trends

The National Center for Educational Statistics (2001)

reported that low-income children, mostly from culturally diverse

backgrounds, begin kindergarten with lower reading and

mathematics skills than do more advantaged children. The center

further reports that high school reading, mathematics, and science

performance is strongly associated with eventual enrollment in a

four-year institution (NCES, 2001). The achievement trends of

Hispanic students over the past 20 years indicate that their

achievement in the three primary content areas is not competitive

with the achievement of White students in the nation (Ochoa,

2003).

Diversity in the Teaching Profession

There are at least three reasons for the Texas teaching force

to reflect the racial/ethnic composition of the state: (a) students

need role models in professional positions who look like them; (b)

teachers may interact, at least initially, more successfully with

students who share similar cultural backgrounds and values; (c)

diversity in the teaching force may foster students’ knowledge and

understanding of different cultures through the interactions with

teachers (Kirby, Naftel, & Berands, 1999; Texas Education Agency,



15

1994). Diversity has the potential to foster the teachers’ knowledge

and appreciation of diversity in their student population, which

has the potential for improving teacher effectiveness.

Positive Role Models

More effective learning occurs when students see their

teacher as a role model (Wehrman, 2002). When teachers are

respected as role models, they are more effective instructors

(Nachbaur, 2004). Teachers of color can ultimately help minority

students boost their confidence level and make them more excited

about learning (Dee, 2004).

Successful Interactions

Gibson (2002) reported that in order for teachers to be

successful in their interactions with students, the teacher had to

be “both competent in passing along academic information and

caring” (p. 201). Similarly, Howard (2003) suggested that students

are rewarded by having experienced instructors who share a

familiar ethnic background. These teachers can contribute to the

students’ sense of belonging and academic achievement.

This familiarity can potentially cause significant performance

gains. Dee’s (2004) research indicated that African-American

students who had an African-American instructor for one school

year had a significant three to five percent point increase in math

scores and a three to six percent point increase in reading scores.



16

Recruitment into Teaching

In a paper presented at the Conference for Teaching for

Diversity, Gordon (1993) summed up the complex problem of

Hispanic recruitment into the teaching profession when she asked,

Can we expect people who have been excluded and

then marginalized by our educational system to come

forward willingly to participate in a national enterprise

to educate this country’s youth? The problem with

which we are confronted might be far greater than

expected (p. 10-11).

Efforts to recruit teachers, traditionally, do not begin until a

student enters a college program, but because of the great need

and the complexity of the problem, Quezada, Galbo, Russ, and

Vang (1996) suggest that the recruitment of future educators

should begin much earlier, possibly as early as the elementary and

intermediate grades. The survey conducted by Quezada et al.

sought to identify the quantity and quality of teacher recruitment

programs reaching into the K-12 public schools located within the

service area of a university in north central California. Quezada et

al. found that only 4% of the 295 K-12 schools studied had any

teacher recruitment programs at all, and none of the schools had

focused on minority student groups.



17

Barnes (2000) described a program started in 1988 at the

University of Iowa (UNI), called Minorities in Teaching (MIT), which

encourages and nurtures minority students as they pursue a

career in teaching. The MIT program focuses on minority students

in grades from intermediate and high schools representing grade 6-

12 and offers four basic components to interested middle school

students: (a) an introduction to the teaching profession, (b)

strategies for school success, (c) an opportunity to tutor, and (d)

participation in a summer enrichment program. The high school

students enroll in workshops to help them plan for college, perform

community service projects, practice teaching through tutoring

opportunities, visit the UNI campus, and take advantage of the

opportunity to apply for scholarships and other financial aid.

Parental involvement is an integral aspect of the program. An

MIT coordinator communicates frequently with the parents of the

MIT participants concerning their students’ academic progress.

Parents are also strongly encouraged to visit the campus with the

students and to participate in the college planning process and

financial aid workshops. The support in the MIT program

continues into the college experience at UNI, as MIT students are

mentored and provided with college enrichment opportunities

through the Multicultural Teaching Alliance (MTA), a group of

college students concerned about assisting minority students.



18

Yopp, Yopp, and Taylor (1992) described a program for high

school students, the Teacher Track Project, this program

encourages high school students’ interest in the teaching

profession by offering a tuition-free college class. During the

course, the students study teaching strategies and best-practices,

listen to guest speakers from the university, take field trips to the

universities, and are required to tutor high school, intermediate, or

elementary students for eight hours each week. By 1992, at least

205 students had participated in the one-semester class, and 45%

of students indicated that the class was the most influential

determinant of their decision to become a teacher.

In order to identify which program components helped to

increase the number of minority students who entered and

remained in the teaching profession, Gonzalez (1997) documented

the views of students who participated in six special recruitment

programs. According to Gonzalez (1997), the following eight

components were viewed as being most important: (1) professors

and mentors are caring and involved, (2) peer members actively

recruit, (3) support and activities help to ease transition into

college, (4) faculty members monitor participant progress regularly,

(5) student self-reliance and acceptance of responsibility are

encouraged, (6) high standards are set and then participants are

given the necessary support to meet these standards, (7) mediation



19

assistance with college offices and help with necessary paperwork

are provided, and (8) a more positive view of the teaching

profession is promoted.

Middleton, Mason, Stilwell, and Parker (1998) reported on a

Hispanic teacher recruitment model that emphasized an integrated

and broad approach. Their program design included these major

factors: (a) cooperation and coordination among school, campus,

and community groups; (b) a design that meets the cultural and

ethnic needs of the students; (c) faculty and staff training; and (d)

a plan for constant program monitoring and evaluation.

Haberman (1989), considered by many as an expert in urban

teacher education, proposed five key points for recruiting

minorities into education: (a) giving teacher aides and

paraprofessionals, who already possess college degrees, an

opportunity to become teachers while continuing to work in the

classroom under the mentorship of a master teacher; (b) requiring

universities to provide the equitable support and guidance for

teacher recruits as they do for athletic recruits; (c) forming strong

working relationships between two-year and four-year colleges; (d)

making job sharing and part-time employment a viable alternative

for all teachers; (e) and requiring that universities be held

accountable for providing effective educational experiences for all



20

students, for providing financial aid, and for having student

populations that are reflective of their state’s population.

Contreras and Micklas (1993) reported on a program

implemented to encourage first generation college students to

complete four-year education degrees. Based on the understanding

that Hispanic and African-American students would be more likely

to complete their degrees if provided with the proper introduction

to the college experience, the program focused on providing a

bridging experience to familiarize participants with academic and

counseling support services. Participants indicated that the

beneficial program components were: learning how to obtain

financial aid, improving study and academic skills, and becoming

aware of campus student activities.

All of the programs reported here focus on recruiting more

minority students into education and have increased the number

of minority students entering the teaching field. These programs

combined services and resources to influence, motivate, and

support minority students as they considered teaching careers

(Quezada, Galbo, Russ, & Vang, 1996). The components identified

as being a significant part of most of the programs were: an early

identification and recruitment of potential minority candidates, the

teaching of strategies for obtaining financial aid, the involvement of

family and community members, continual monitoring and



21

evaluation of the program, the teaching of academic and study

skills, the early opportunity to tutor or work in a classroom setting,

and transitional support between the community college or high

school experience into a four-year institution (Mehan, Hubbard,

Villanueva, & Lintz, 1996).

The Motivation to Teach

The available research, although limited, reflects a variety of

possible factors as being instrumental in motivating and

influencing students of color to enter the field of education.

Although research reporting factors preventing or discouraging

Hispanics from entering the field of education can be readily

located, research on what motivates or influences Hispanics to

enter the teaching field is scarce. Su (1996) writes:

Despite reform rhetoric on the necessity to recruit and

prepare more minority teachers for the nation’s

schools with an increasingly large number of minority

students, little is known about why or why not

minorities choose to enter the teaching profession (p.

117).

Teaching, because of the size and accessibility of the

profession, may be seen as a possible career choice by first

generation college students (Gordon, 2000). After completing

studies of minority teachers in three major cities, Gordon



22

concluded that the majority of Hispanic teachers surveyed felt a

great deal of pride in their profession. These teachers thought that

teaching provided them with a good income, security, benefits, and

the opportunity to help others. Many of the teacher’s who were

interviewed, including Hispanics, were immigrants themselves and

had not yet assimilated the less-respectful views of teaching held

by the dominant culture. Teaching had allowed them to move from

a low economic status to that of middle class. Many of the

Hispanic women reported having to give up a great deal in order to

continue their education and were proud of their

accomplishments.

Hispanic teachers were shown to have been influenced to

enter college and the teaching profession by their families (Mullen,

1997). Mullen’s study of Hispanic pre-service teachers reported

that the most of teacher candidates interviewed had parents who

communicated to their children the expectations that they would

obtain college degrees. The families of the teacher candidates were

in frequent contact with their children and provided financial

assistance, as they were able to afford. In reference to minority

students choosing the teaching profession, Mullen stated, “Without

exception, participants emphasized the role of parental support

and familial encouragement in bringing about their emotional,



23

political, and, in some cases, intellectual capabilities and

ambitions” (p. 7).

From interviews with minority teacher education students,

Hood and Parker (1994) reported that the majority of the study

participants chose teaching as a career because they were

positively influenced by either a family member who was a teacher

or by an unrelated significant teacher. The teachers who had

inspired the students to become teachers themselves had taken a

personal interest in their students’ academic and social lives.

Much of the available research showed that Hispanic

students had decided to enter the teaching profession for primarily

altruistic reasons. Cabello, Eckimer, and Baghieri (1995)

interviewed teacher candidates during their first years in teacher

education programs. The majority of the candidates remembered

negative school experiences and reflected on the need for more

teachers who authentically cared and were willing to listen to

students’ concerns. The Hispanic students who participated

expressed a strong desire to change things within their own

communities and to be of greater influence to the students around

them.

In their study, Hood and Parker (1994) reported that

Hispanic teacher education students had a strong desire to return

home to their racial/cultural communities to teach. Viewing the



24

education of children as a personal mission, the participants

shared a desire to serve as positive role models for minority

students, as well as to inspire them to achieve both academically

and professionally (Hood & Parker, 1994). Participants expressed

concern that White teachers might do more harm than good when

teaching minority students. The candidates did not believe that

teaching would be especially financially rewarding but rather

emotionally and culturally. They expressed the desire to teach in

urban settings and to work with disadvantaged or at-risk students.

In a study done by Darder (1995), Hispanic teachers

identified the desire to be a role model as an important factor in

their reason for going into the teaching profession. Hispanic

teachers realize their significance in the lives of those they taught

and that it was important to help minority students express

themselves and to appreciate their cultural heritage. Teachers

shared that it was through their modeling and sharing of culture

that Hispanic students gained confidence. Their students had the

opportunity to see the teacher as someone who had struggled,

persevered through the educational system, yet still managed to

maintain his or her own cultural identity.

Guyton, Saxton, and Wesche’s (1996) study of minority pre-

service teachers revealed that the participants’ primary reason for

becoming teachers was to be role models, believing that they had



25

something special to offer specifically because of either gender or

ethnicity. The exact definition of what constituted a role model

differed between the participants. According to the study, some

believed that minority children just needed to see people like

themselves in professional positions. Others thought that being a

role model involved making a difference for children who might

otherwise lose interest or not be able to achieve in school. All

candidates related that an important component of being a role

model was the chance for children to see themselves as capable of

achieving.

A study completed by Su (1996) of minority and White

teacher candidates concluded that the minority students were

committed to entering the teaching profession as agents for social

change. Many of the minority participants chose to become

teachers while working in a school-related role, such as

instructional assistant or tutor. Both White and minority students

cited practical reasons for becoming teachers: the teaching

schedule, the availability of a reliable job market, the steady

income, and an interesting career path.

The participants also cited a variety of altruistic reasons for

becoming teachers: desiring to transform society, giving of

themselves through work with children, or having a positive impact

on students’ lives. Many of the minority participants, especially



26

those perceiving their schooling experiences as negative due to

their ethnicity or language difficulties, shared an awareness of

unequal educational opportunities for poor and oftentimes

minority children. These participants voiced concerns about the

existing curriculum, perceiving a great deal of the material as

irrelevant to minority students. These concerns and a perceived

need for change were not expressed by any of the White

participants.

Although limited, the available research reflects a variety of

factors as being instrumental in motivating and influencing

minority students to pursue in the teaching professions. Pragmatic

reasons, such as income, job security, benefits, and vacations

attract minority students to the educational field (Su, 1996).

Family and parental support and interest influenced minority

students. Former teachers, who had demonstrated personal

interest in students, impacted minority career choice (Mullen,

1997).

In research conducted by Cabello, Eckimer, and Baghieri

(1995), it was revealed that minority students have altruistic

reasons for entering the teaching field, such as, desiring to be role

models, wanting to give back to the community, aspiring to be

social change agents, and seeking to improve the educational

system for minority students.



27

Factors Contributing to the Low Number

of Minorities Entering Teaching

There are more studies attempting to find better approaches

to recruit minority students into higher education than studies

specifically designed to target minority candidates to enter the

teaching profession. Both types of studies examine factors

hindering minority college students from entering and successfully

completing their higher education. In general, the studies identify a

number of different hindering factors ranging form personal to

institutional and societal attributes.

The Perceived Low Esteem of the Teaching Profession

College students’ perception is a major determinant of their

decision to choose or avoid teaching as a profession. Many

academically accomplished minority students are not necessarily

drawn to the teaching profession because of the low-status that is

often associated with teaching (AACTE, 1990b). In addition, those

who consider teaching as a profession are greatly influenced by

significant individuals in their life, especially teachers and parents

(AACTE, 1994). Berry’s 1989 study also identified the influence of

teachers on students’ career choice. He concluded that many

academically able students were being discouraged from teaching

by their own teachers and by parents who were teachers. A survey



28

of pre-collegiate programs participants substantiates this finding

(Recruiting New Teachers, 1993).

In addition to perceived low salaries and low occupational

prestige as recruiting obstacles (National Education Association,

1992), salaries and working conditions are often least attractive in

schools with predominately minority enrollments, where minority

teachers are most needed. Changes in the unified salary schedule,

benefits, teacher assignment, work responsibilities, and other

incentives may have to be negotiated (Murphy & DeArmand, 2003).

Thus, districts trying to recruit new teachers may have limited

latitude in the ability to shift resources to increase the financial

incentives for new hires (Haladyna, Hurwitz, & Painter, 2007).

Related factors that hinder recruitment initiatives include

restrictive bureaucratic processes, unsupportive administrators,

and lack of opportunities for advancement (Darling-Hammond,

1990).

Another reason that contributes to the decrease in minority

teachers is the reality that academically talented minorities now

have more career choices available to them than in the past. These

other careers may offer greater financial rewards and better

working conditions. This is a critical factor in immigrant families

where many potential teacher candidates are first in their family to



29

graduate from college and they are expected to provide for their

family.

Inadequate College Preparation and Guidance

Attempts to alleviate the shortage of teachers have taken

place on multiple levels. Some have focused on the attrition rate of

new teachers and recommended attention to mentoring and

developing new teachers in order to keep them in the profession

(Ingersoll, 2001; Johnson, Verg, & Donaldson, 2005). Other

responses have centered on methods to attract more beginning

teachers, such as providing routes to teacher certification in order

to increase the general pool of certified teachers available to apply

for positions (NCEI, 2006).

Of course, minorities cannot become teachers unless they

graduate from college. Education enrollment rates of African-

Americans and Hispanics, which had been increasing, were on the

decline in 1996 (Archer, 1996). Fewer minority students were

entering college because of (a) reduced availability of financial aid

(AACTE, 1990a), (b) a perceived non-correlated relationship

between a college degree and a good job, and (c) inadequate high

school counseling, which left students ill-prepared for entering and

succeeding in college (Haselkorn, 1996). However, 2004 figures

from NCES indicate that 32% of all students entering colleges are



30

minorities (NCES, 2007). This is a 15% increase in the enrollment

of minority students from 1976.

Recruitment efforts also influence access to higher

education. Programs that target minority pre-collegiate students

often provide academic support and advisement and thus, improve

students’ chance to enter and succeed in college (Recruiting New

Teachers, 1993). Once attending college, economic, social, and

cultural factors exert great influence on minority students’ in

terms of career choice and ability to complete a university

program. Minority students who overcome difficulty to complete

their college education and graduate are more likely to enter

business industry or health professions rather than education

(NEA, 1992).

Schools being labeled “underperforming” or “academically

unacceptable” also have an impact on the number of minorities

and non-minorities wanting to enter the teaching profession

(Haladyna, Hurwitz, & Painter, 2007). Their research indicated that

many educated professionals are not interested in being in a “high-

risk” environment. This finding is consistent with the general

knowledge that urban high-poverty schools are hard to staff and

with the recent finding of Winter and Melloy (2005) that labeled a

school as low achieving had significant effects on the perceptions

of potential applicants.



31

Factors Hindering Retention of Teachers

Stress

The education community has come to realize that the

much-publicized teacher shortage does not stem from insufficient

teachers in the general population but rather from high teacher

turnover. Teachers come and go as if going “through a revolving

door”; therefore, there will continue to be a demand new for

teachers (Ingersoll, 2001, pg. 499). According to Darling-Hammond

(2003), more teachers have exited the education profession than

entered the profession since the 1990’s and staffing classrooms

with experienced instructor’s will continue to be a challenge.

Winter and Melloy (2005) asked 168 preservice teachers and

168 experienced teachers to read and rate job descriptions for

schools that differed in student achievement levels (as described by

the state’s performance labels). They discovered that the

inexperienced teachers generally gave the jobs higher ratings than

those of the experienced teachers, and that higher student

achievement influenced the ratings positively.

Much of this is due to the many stressors in the teaching

profession. Aside from ensuring the success of their students and

making sure that they are doing their part in helping their

district’s accountability rating, teachers have other stressors as

well. This idea is consistent with the findings of Liu, Kardos,



32

Kauffman, Peske and Johnson (2004) also interviewed early career

teachers and found them worried about being able to afford to stay

in teaching. The authors concluded that the most teachers stayed

in teaching in spite of the salary, rather than being attracted to it

because of the financial incentives.

Stress is a natural part of existence and a major source of

concern for the teaching profession (Botwinik, 2007). Litt and Turk

(1985) report that 79% of teachers mentioned their jobs as a major

source of stress (defined in a negative manner) as compared with

only 38% of the sample of non-teaching semi-professionals,

matched for age, sex, and marital status. The difference of 41%

represents a significant disparity in stress perception between

similar work groups. Stress has been linked with a variety of

physiological ailments including cardiovascular disease, and is

implicated in increases in alcoholism and other forms of drug

abuse. The literature demonstrates that stress is a significant

societal problem impacting the health care, governmental, and

legal fields.

Stress results from negative experiences between an

individual and his/her environment. The vast majority of

environmental stressors are not considered harmful; however, the

individual’s response to these stressors may be dysfunctional and

have negative consequences. Stress, in the form of pain, is an



33

important, functional component of the body’s proper operation. It

is generally held in the business community that a certain amount

of stress is both inevitable and useful in motivating employees. A

distinction needs to be made, however, between normally occurring

stress, which serves an important function, and stress which is

dysfunctional and may result in lowered motivation, output and

negative consequences for the individual. Distress is that form of

stress which is debilitating and viewed negatively whereas eustress

is that form of stress which is energizing and viewed positively

(Farkas & Milstein, 1986). It is the dysfunctions of distress which

may lead to burnout and which researchers are seeking to identify

and define.

The early conceptions of the scientific term “stress” are

credited primarily to work by Hans Selye. Stress referred initially to

the physiological response to physical “demands” placed upon the

individual by the environment. This concept of demand was

expanded to encompass psychological, as well as actual

physiological demands, as potential stressors. Selye described the

resulting response pattern or syndrome. Psychological demands

include sources such as, the type of work an employee does and

the lifestyle of an individual (Selye, 1974). Much of the research

about stress has used Selye’s ideas as a starting point. The



34

concept has been further refined but still provides a basic

component in the understanding of stress.

Two types of teacher support have been identified by Gold

(1996). These are instructional support and psychological support.

According to Gold (1996), instructional support aides teachers by

supporting their classroom needs while psychological support

establishes methods to help teachers to handle stress.

Role Ambiguity

Role ambiguity is the nonexistence of concise, consistent

information regarding duties and responsibilities of teaching and

how these duties should and can best be performed. Role

ambiguity has been shown to have a significant and positive

correlation with increased levels of stress. Role ambiguity may

compound the stress caused by role conflict as the information

necessary to determine which of the conflicting role demands to

satisfy is lacking. According to Schwab and Iwanicki (1982) high

levels of role conflict and role ambiguity were positively correlated

with increased feelings of emotional exhaustion and

depersonalization, critical elements in one definition of burnout.

Scholars have examined teachers’ roles through a variety of

lenses. Some have been interested in the historical development

and persistence of a culture in isolation (Feiman-Nemser & Floden,

1986; Little, 1989; Rosenholtz, 1991; Sarason, 1971) in which



35

teachers work in “egg crate schools” that promote “teacher

separation rather than teacher interdependence” (Lortie, 1975, p.

14).

Summary and Conceptual Framework

The review of literature outlines factors that influence the

effective recruitment and retention of Hispanic teachers. These

factors include: the motivation to teach, the perceived low esteem

of the teaching profession, inadequate college preparation and

guidance, stress, and role ambiguity. Much of the included

literature does not specifically include Hispanics as an ethnic

group in the research that has traditionally focused on only Black

and White student/teacher composition. A need clearly exists to

recruit and retain more diverse teacher candidates. An

understanding of why teachers choose to teach may help educators

better recruit teacher candidates, specifically, Hispanic teachers.

The purpose of this study was to: identify methods to assist

with the recruitment and retention of Hispanic teachers in the

selected schools in Texas, determine the impact that Hispanic

teachers have on the academic performance of Hispanic students,

and identify the internal motivations of Hispanic teachers.

Information gleaned from the study may help educational leaders

who are committed to meet the educational needs of all children

and those who are looking to appropriately use the human



36

resources available to them. Through the use of a survey

instrument, this study examined factors associated with the

effective recruitment and retention initiatives for Hispanic teachers

within the selected school districts in Texas.



37

CHAPTER III

METHOD

In this chapter, methods used to conduct the study are

described. The chapter includes the purpose of the study, research

design, population and sample, instrumentation, data collection

procedures, and data analysis.

Purpose of the Study

The purpose of the study was to first determine if the

relationship between race/culture of students and teachers was

relevant in meeting the academic needs of students, and then to

identify methods to assist with the recruitment and retention of

Hispanic teachers in selected schools in Texas. Educational leaders

who are committed to meet the educational needs of all children

and those who are looking to appropriately use the human

resources available to them may be able to use this information to

assist in that effort. The researcher used a survey and interviews to

examine factors associated with effective recruitment and retention

initiatives for Hispanic teachers within the selected school districts

in Texas.

Quantitative and qualitative data were used to evaluate the

benefits of having Hispanic teachers and the method to best recruit

and retain Hispanic teachers in Texas schools, respectively. The

results may determine the level of need for more Hispanic teachers



38

by gathering information from Hispanic teachers, school district

administrative personnel, and from reviewing Texas Education

Agency data.

Research Questions

The following quantitative and qualitative research questions

guided the study:

Quantitative

1. Is there a corresponding increase in the percent of Hispanic

teachers with the increase of Hispanic students in Texas

from schools years 2000 through 2007?




examination in the core area of Mathematics?




examination in the core area of English/Language Arts

(ELA)?

Qualitative

1. What factors influenced Hispanic teachers to go into and to

remain in the teaching profession in Texas schools?



39

2. What is the value of increasing the number of Hispanic

teachers in Texas school districts?

3. What are the approaches used by the school districts to

recruit and retain Hispanic teachers?

4. Which of these approaches appear to be successful in

recruiting and retaining Hispanic teachers?

Null Hypotheses





examination.






Research Design

A mixed methods study involving both quantitative and

qualitative measurements was used in this study. For this study, a

complementary design was used. Quantitative data provided

information regarding the relationship between the presence of

Hispanic teachers in the schools and the performance of Hispanic



40

students in the TAKS Exit level examinations in Mathematics and

English/Language Arts while qualitative data gave information on

how Hispanic teachers were recruited and retained by the school

districts. This included descriptive and correlation analysis of

existing data as well as open-ended interviews and surveys.

Quantitative data for this research were obtained from the Texas

Education Agency’s (TEA) Academic Excellence Indicator System

(AEIS) to determine if a correlation exists between the percent of

Hispanic teachers and the academic achievement of Hispanic

students as determined by the percent of students who passed the

exit level examination in the areas of Mathematics and

English/Language Arts. Qualitative data were obtained through a

survey, open-ended questionnaire, and individual interviews about

the various recruitment and retention strategies that currently

exist.

Quantitative

Quantitative research methods were employed using

descriptive statistics. Descriptive statistics are defined as

mathematical techniques for organizing, summarizing, and

displaying a set of numerical data (Gall, Gall, & Borg, 2003). Spatz

(1996) further defined descriptive statistics as a number that

expresses some particular characteristic of a set of data. He also



41

states that graphs and tables are often included in descriptive

statistics.

The researcher obtained data from the Texas Education

Agency (TEA) to determine if there was a correlation between the

percent of Hispanic teachers employed in 64 Texas high schools

and the percent of Hispanic students from the same schools who

successfully passed the Exit level TAKS examination in the areas of

Mathematics and English/Language Arts.

Qualitative

Qualitative data were obtained through a survey that was

distributed to Hispanic teachers in Independent School Districts in

Southeast Texas. The survey has both a structured rating scale

related to recruitment and retention factors and also four open-

ended questions. In order to gather demographic data, section one

of the survey obtained data pertaining to personal characteristics

and general education/career experience. Section two of the

survey consisted of a rating scale and section three asked the

respondents several open-ended questions to determine their

reasons for going into and remaining in the teaching profession.

The survey also asked the respondents how they were initially

recruited into the teaching profession. District administrators

received a separate set of open-ended questions that addressed

their Hispanic teacher recruitment and retention initiatives.



42

The interview component asked questions of Hispanic

teachers, school administrators, and district personnel. The goal

of these questions was to gather information regarding recruitment

and retention of Hispanic teachers from the unique perspective of

each of these individuals.

Pilot Study

In order to test the reliability and validity of the procedure

and survey questions, a pilot study was necessary.

Qualitative

Twenty Hispanic teachers were invited to participate; they

were not included in the final group of respondents. A test-retest

method was used to demonstrate the reliability of the close-ended

portion of the instrument. Participants were asked to respond to

the survey on two separate occasions approximately three weeks

apart.

Any necessary changes were made based on the input from

these teachers. Frequencies from the emergent themes brought

forth by the responses of the 20 Hispanic teachers were tallied and

computed. Listing of the categories was based on the frequencies;

categories that were most often identified by the respondents were

listed first followed by the responses with the lower frequencies.

During the pilot study, the survey was pre-tested under

three basic considerations: (1) administer the pretest under



43

conditions comparable to those anticipated in the final study; (2)

analyze the results to assess the effectiveness of the trial

questionnaire to yield the information desired; and (3) make

appropriate additions, deletions, and modifications to the

questionnaire (Isaac & Michael, 1995). The teachers who

participated in the pilot study were not part of the actual, final

study.

Participants of the Study

Quantitative

The researcher used purposive sampling in selecting schools

for this study. Purposive sampling is based on the assumptions

that the investigator wants to discover, understand, and gain

insight and therefore must select a sample from which the most

can be learned (Merriam, 1998).

The participants of the study were Hispanic teachers from 64

high schools employed with the public school districts in the state

of Texas and the corresponding Hispanic students from the said

schools. With a high concentration of students in Southern Texas,

the study specifically utilized data from 64 high school in five

school districts in that area where at least 5% Hispanic teachers

are employed serving a population of more than 25% Hispanic

students.



44

The Texas Education Agency keeps a database that tracks

the population of students and teachers employed by the school

districts. These data initially come from PEIMS entries and self-

selected demographic selections. For this study, the TEA database

was used to obtain the number of students and teachers sorted by

ethnicity and grade level.

These data were used to indicate trends in Hispanic teacher

recruitment and retention in Texas school districts from 2000-

2007. The data also included information from the Exit level TAKS

examination whereby conclusions were made regarding correlation

between the percent of Hispanic teachers and the percent of

Hispanic students passing the Exit level TAKS examination in the

core areas of Mathematics and English/Language Arts.

Qualitative

The subjects of this research study were Hispanic teachers

employed in Texas school districts with a teacher population of at

least 5% of Hispanic teachers and a population of more than 25%

Hispanic students as reported to the Texas Education Agency.

Section one, two, and three of the survey instrument addressed

these Hispanic teachers. Twenty-three of the Hispanic teachers

were interviewed.

School level administrators and district administrators were

also instrumental in providing information related to the



45

recruitment and retention process. Ten school principals and five

human resource directors were asked two open-ended questions,

as well as interview questions related to recruitment and retention

initiatives in their districts.

The school districts were selected from Texas Education

Agency’s Snapshot (2006) data that indicated the percent of

Hispanic students and teachers. The TEA Snapshot (2006) data

contain the Public Education Information Management System

(PEIMS) and the Academic Excellence Indicator System (AEIS)

data. These data included all information requested and received

by Texas Education Agency regarding public education, including

student demographics and academic performance, personnel,

financial, and organizational information.

Given that the researcher has the obligation of protecting

and respecting the rights and needs of the research participants,

the following actions were done in writing: (1) the researcher

informed the participants about the purpose of the survey; and (2)

the researcher protected the anonymity of the participants by

using computer codes for coded responses.

Instrumentation and Data Collection

Quantitative

Quantitative data were accessed and retrieved from the TEA

website regarding the percent of Hispanic teachers in Texas



46

schools, the percent of Hispanic students in Texas schools, and the

Exit level TAKS passing rate for Hispanic students in Texas

schools. Data were organized for computations utilizing the SPSS

software package, Version 12. To determine correlation between

the variables, the researcher computed the Pearson r.

Qualitative

The survey with open-ended questions along with interviews,

were the primary components of the qualitative data. Triangulation

of data collection included interviews of the teachers, school

administrators, and district personnel.

Validity and Reliability

Validity and reliability are the most important components of

any research measurement. It includes the appropriateness of the

analysis derived from the test scores or outcomes (Gay & Airaisan,

2000). Several strategies were used to determine validity and

reliability of the research instrument. A review of literature was

completed to identify factors that have been identified as hurdles

crippling the efforts of recruitment and retention initiatives for

Hispanic teachers.

For the qualitative component, a pilot study was undertaken.

The factors identified from the literature review were used for a

preliminary survey of a panel of Hispanic teachers. After input

from the panel, the survey questions were modified. Content



47

validity of the interview questions was checked by a panel of five

selected respondents. Each panelist evaluated the instrument for

content, clarity, and appropriateness. A thorough review of

literature was conducted to identify the purpose of the study. A

test-retest method was used to determine the instruments

reliability. The 20 respondents were asked to answer the survey

on two occasions approximately three weeks apart.

Research Procedures

Quantitative

Data generated from the Texas Education Agency database

were presented in tabular form. The researcher identified trends

regarding enrollment of students in Texas school. The data were

quantified by ethnicity and grade level. From these data, the

researcher identified trends in the employment of Hispanic

teachers in Texas schools. This information was also quantified by

ethnicity and grade level taught. Exit level TAKS data were utilized

to determine if there was a correlation between the percent of

Hispanic teachers in 64 Texas schools and the percent of Hispanic

students who passed the Exit level TAKS examination in the core

areas of Mathematics and ELA.

Qualitative

The selected school districts received a letter addressed to

the superintendent of the school district requesting permission to



48

conduct research within the addressed district. A letter assuring

district confidentially and subject anonymity was sent to the

superintendent with a copy of the survey instrument. Due to the

confidentiality agreement that was made with the districts, a list of

participating districts was not included in the written portion of

this study. Only the following demographics of the teachers

completing the survey were stated in the study: ethnicity, gender,

years in field of education, job position level, and degree level.

After the approval to conduct research was granted by the

superintendent of the designated district administrator, each

participating school campus principal received a letter requesting

his or her support and assistance with the study. The researcher

identified the possible respondents and sent the survey to those

participants through electronic mail.

The purpose was specified and a request was made for their

participation. They were informed that their participation would

help increase the body of knowledge for Hispanic teachers and

students. A personalized “thank you” note was sent to each of the

participants of this study after the survey was returned.

Data Collection

Quantitative

Data collection for this study occurred in two phases. First,

the quantitative data were collected from the TEA website. The



49

information was downloaded into the SPSS software package to

calculate the correlations between percent of Hispanic teachers

and percent of Hispanic students passing in the Exit Level TAKS

from 2005 to 2007 tests in Mathematics and English Language

Arts, using the Pearson Product Moment Correlation coefficient.

Qualitative

Second, the qualitative data were collected. Each of the

returned questionnaires was coded for confidentiality and

anonymity. This process was used to monitor response rates. The

use of this coding system was done for more efficient management

of the data collected and to assist in the confidentiality and

reliability of the study (Dunlop, 1997).

Section one of the survey requested information concerning

the teacher’s personal and educational background. Section one

consisted of seven questions that were used for the qualitative

data. For section two, a Likert-type scale was used and

participants were asked to respond to a list of recruitment and

retention strategies by designating – VE – very encouraging; E –

encouraging; N – neutral; D – discouraging; and VD – very

discouraging. In section three, the participants answered four

open-ended questions related to their teaching experience as a

Hispanic teacher. The district administrators answered two open-

ended questions concerning recruitment and retention efforts



50

geared toward Hispanic teachers in their respective school

districts.

The last part of the data collection was in the form of the

interviews. Interviews involved Hispanic teachers, school

administrators, and district personnel to determine their unique

perspectives related to the recruitment and retention of Hispanic

teachers in Texas schools. Data from the interviews were recorded

using hand notes and examined for specific themes. The

participants were asked for their permission for the researcher to

audio-tape the session. This ensured accuracy, if they participants

allowed it. All data collected for the study are stored in a vault.

Seven years after this study, the data collected from the Hispanic

teachers, school administrators, and district administrators will be

destroyed.

Analysis of Data

Quantitative

This study sought to establish whether there is a significant

correlation between: (1) the percent of Hispanic teachers in Texas

schools and the percent of Hispanic students passing the TAKS

Exit Level Mathematics examination, and (2) the percent of

Hispanic teachers in Texas schools and the percent of Hispanic

students passing the TAKS Exit Level English/Language Arts

examination. The trend in average percent of Hispanic teachers



51

and the corresponding percent of Hispanic students enrolled in the

schools where the teachers serve was shown in tabular form,

indicating the increase or decrease.

For the quantitative research questions the researcher

generated two hypotheses. These were:

1) There is no statistically significant correlation between the




examination.

2) There is no statistically significant correlation between the





Each hypothesis was tested by calculating the Pearson product-

moment correlation coefficient (Pearson’s r ); significance level was

set at 0.05, two-tailed. This study used the Pearson product-

moment correlation coefficient (Pearson’s r ). A Pearson’s r is used

when both variables are expressed in terms of quantitative scores

and is designed for use with interval or ratio data (Fraenkel &

Wallen, 2003).



52

For the first null hypothesis, the data drawn from the 64

schools (for the three years included in the study) regarding the

percent of Hispanic teachers and the corresponding percent of

Hispanic students that passed the TAKS Exit level examinations in

Mathematics were inputted into the SPPS, Version 15, to

determine if the relationship was significant at the desired level of

0.05, two-tailed. Using the same sets of data, the regression

equations were determined for each of the three years under study;

the equations may be applicable if the resulting value of Pearson's

r was significant. The regression equation may predict the value of

the dependent variable (percent Hispanic students passing the

TAKS Exit level in Mathematics) assuming a certain value of the

independent variable (percent Hispanic teachers). For the second

null hypothesis, a similar process was followed, except that the

core area involved was English/Language Arts.

Qualitative

Data resulting from the questionnaire were presented in

tabular form showing the categories and frequencies. The weighed

mean were computed for recruitment and retention factors to

indicate how the respondents rated each factor.

For part three of the questionnaire, responses to the

questions given by the Hispanic teachers, school administrators,

and district personnel were categorized into emergent themes. In



53

order to analyze qualitative data, the researcher used emergent

category designation, cross-case analysis, and triangulation.

Emergent category designation involves taking the data and sorting

them into categories of ideas. This allows themes of ideas to exist

intuitively based on the data given (Erlandson et al., 1993). The

qualitative dimension of the study resulting from the questionnaire

was presented in tabular form showing the categories with the

corresponding frequencies and percentages given by the Hispanic

teachers regarding the four questions asked.

After each of the questions given to the administrators and

district personnel were answered, inputs of the respondents were

identified, summarized, and explained. Cross-case analysis

consists of a constructive conceptual framework containing

dominant themes and cross referencing these themes to look for

similarities and differences (Maxwell, 2005).

Summary

Chapter III presents the research questions, the research

methodology, and the design for the study. Recruitment and

retention rates for Hispanic teachers were explored as well as an

exploration of relationships between the percent of Hispanic

teachers in Texas schools and the percent of Hispanic students

who successfully pass the Exit level TAKS examination. Both



54

qualitative and quantitative research approaches were used to

analyze data for the study.

The quantitative data were sourced as aggregate data from

the TEA website to include the percent of Hispanic teachers, the

percent of Hispanic students, and the percent of Hispanic students

who passed the TAKS exit level examination in the core areas of

Mathematics and English/Language Arts in the school years

involved in the study.

The qualitative data explored findings from the questionnaire

and data analysis regarding Hispanic teacher recruitment and

retention initiatives in Texas schools. These provided the

researcher with the data needed to proceed with the formulation of

recommendations. The analysis of the data collected in the study is

presented in Chapter IV.



55

CHAPTER IV

RESULTS

The purpose of the study was to identify methods to assist

with the recruitment and retention of Hispanic teachers in selected

schools in Texas. A mixed methods design involving quantitative

and qualitative measurements was utilized in this study. Data

from the Texas Education Agency (TEA) involving the selected

schools were consolidated and inputted into the Statistical Package

for the Social Sciences (SPSS) software for required computations.

Results were presented and analyzed to provide answers to the

quantitative dimension of the study.

Inputs of Hispanic teachers and district administrative

personnel contributed to answering the qualitative portion of the

study. The researcher used a survey and conducted interviews to

examine factors associated with the effective recruitment and

retention initiatives for Hispanic teachers within the area of study.

A pilot study was conducted using the survey. Twenty

Hispanic teachers were given the said instrument on two separate

occasions approximately three weeks apart. The test-retest method

produced a reliability coefficient of 0.82. Few questions were

reworded according to suggestions of the respondents.

Respondents of the pilot study were not included in the main

study.



56

Results of the Study

Quantitative

For the quantitative portion of the study, three questions

were asked. The TEA database was utilized to select 40 school

districts in Southern Texas where 64 high schools employed an

average of at least 5% Hispanic teachers and the average Hispanic

student population was more than 25%.

Quantitative Research Question No. 1: Is there a corresponding

increase in the percent of Hispanic teachers with the increase of

Hispanic students in Texas from school years 2000 through 2007?

Table 1 shows the average percentages of Hispanic teachers

and students during the different school years included in the

study. For Hispanic teachers, the average annual percentage

ranged from 6.5% in SY 2001 – 2002 to 8.2% in SY 2003 – 2004;

the average annual increase over the years under study was 0.15

percentage points. The average percentage for Hispanic students


the average annual increase over the same years during the study

was 1.78 percentage points. Compared to the previous year, there

was a 0.21 drop in percentage points in SY 2001 – 2002 and 1.22

drop in percentage points in SY 2004 - 2005 for Hispanic teachers.

For the population of Hispanic students included in the study, it

was only in SY 2003 – 2004 that there was a 2.40 drop in



57

percentage points compared to the previous year. The caveat here

is that race/ethnicity is a self-report measure. Some respondents

may be multi-racial as well.

Table 1 Average Percentages of Hispanic Teachers and Hispanic

Students in Selected Schools in Texas

School Year % Hispanic Inc/Dec % Hispanic Inc/Dec Teachers Students

2002-2001 6.67 _ 27.79 _

2001-2002 6.46 -0.21 29.04 1.25

2002-2003 7.56 1.10 34.46 5.42

2003-2004 8.24 0.68 32.06 -2.40

2004-2005 8.57 0.33 32.22 0.16

2005-2006 8.99 0.42 33.81 1.59

2006-2007 9.54 0.55 35.16 1.35

Avg. Inc/Dec 0.48 1.23

Quantitative Research Question No. 2: Is there a relationship


Hispanic students passing the TAKS Exit Level examination in the

core area of Mathematics?

Table 2 shows the average percentages of Hispanic teachers

and the corresponding average percentages of Hispanic students



58

who passed the TAKS Exit Level examination in Mathematics. All

Pearson r values are negative. The results of r = – 0.372 for SY

2004 – 2005 and r = - 0.418 for SY 2005 – 2006 are significant. It

is difficult to explain why the negative correlations; possibly due to

the situation where only 22.5% of the Hispanic teachers were

handling Mathematics. See Table 4.14. When the percentage of

Hispanic teachers increased, the additional teachers possibly

handled other subjects, not Mathematics. For negative or inverse

correlation to happen, when one set of values for one variable

increases, the other set of values of the other variable decreases or

vice versa.

Table 2 Relationship of the Percent Hispanic Teachers and Percent of

Hispanic Students Passing the TAKS Mathematics Exit Level

Examination in Sixty Four High Schools

__________________________________________________________________

School Year % Hispanic % Hispanic Pearson r Teachers Students

(N=64) Passing TAKS __________________________________________________________________

2004-2005 7.02 79.81 - 0.37 *

2005-2006 7.46 75.25 - 0.418 *

2006-2007 7.56 75.61 - 0.229 **

* Significant at 0.05 level, two-tailed **Not Significant __________________________________________________________________



59

Table 3 shows the regression equations which may be

utilized to predict the percent of Hispanic students that may pass

the Mathematics TAKS Exit level examination, given the percent

Hispanic teachers.

Table 3 Regression Equations Predicting % Hispanic Students

Passing Mathematics TAKS Exit Level Examinations (Dependent

Variable Y) Using % Hispanic Teachers as Predictor Variable (X)

__________________________________________________________________

School Year % Hispanic % Hispanic Regression Teachers Students Equation

(N=64) Passing TAKS __________________________________________________________________

2004-2005 7.02 79.81 Y = 86.116 – 0.898X

2005-2006 7.46 75.25 Y = 83.172 – 1.062X

2006-2007 7.56 75.61 Y = 80.054 – 0.588X*

*May not be applicable since Pearson r = - 0.229 is not significant __________________________________________________________________

Quantitative Question No. 3: Is there a relationship between the

percent of Hispanic teachers and the percent of Hispanic students

passing the TAKS Exit Level examination in the core area of

English/Language Arts?

Table 4 displays the average percentages of Hispanic

teachers and the corresponding average percentages of Hispanic



60

students who passed the TAKS Exit Level Examination in

English/Language Arts. For SY 2004– 2005, the relationship of r =

- 0.328 between the 7.02% average Hispanic teachers and the

84.56% average Hispanic students who passed the Exit Level

examination in ELA was significant. The r -value of – 0.520 for SY

2005 – 2006 was also significant. The increase in the percentages

of Hispanic teachers did not significantly affect the percentages of

Hispanic students who passed the ELA Exit Level TAKS

examinations in SY 2006 – 2007. The number of Hispanic teachers

who accounted for the increase may not have handled subjects

involving the ELA TAKS test.

Table 4 Relationship of the Average Percent of Hispanic Teachers

and Percent of Hispanic Students Passing the TAKS ELA Exit Level

Examination

__________________________________________________________________

School Year % Hispanic % Hispanic Pearson r Teachers Students

(N=64) Passing TAKS __________________________________________________________________

2004-2005 7.02 84.56 - 0.328 *

2005-2006 7.46 85.19 - 0.520 *

2006-2007 7.56 86.50 - 0.098 **

* Significant at 0.05 level, two-tailed **Not Significant __________________________________________________________________



61

Table 5 shows the regression equations which may be used

to predict the percent of Hispanic students that may pass the

Reading/ELA TAKS Exit level examination, assuming the percent

of Hispanic teachers.

Table 5 Regression Equations Predicting % Hispanic Students

Passing ELA TAKS Exit Level Examinations ( Y) Using % Hispanic

Teachers as Predictor Variable (X)

__________________________________________________________________

School Year % Hispanic % Hispanic Regression Teachers Students Equation

(N=64) Passing TAKS __________________________________________________________________

2004-2005 7.02 84.56 Y = 89.803 – 0.746X

2005-2006 7.46 85.19 Y = 92.730 – 1.011X

2006-2007 7.56 86.50 Y = 87.757 – 0.166X*

*May not be applicable since Pearson r = - 0.098 is not significant __________________________________________________________________

Qualitative

For the qualitative portion of the study, 40 Hispanic teachers

answered three portions of the survey. Part one requested

background information regarding the Hispanic teachers. This

information included: gender, ethnicity, country of origin, whether

coming from an immigrant family, years of teaching experience,



62

grade levels taught, highest academic degree earned, how did they

attain teaching certificate, who influenced their decision to teach

and subjects taught. Part two required the respondents to rate

motivating factors identified by the researcher as being associated

with the recruitment and retention of teachers. Part three

requested comments of the Hispanic teachers regarding the

teaching profession, what factors influenced their decision to

teach, how they were recruited into the district and what reasons

they have for remaining in their teaching profession.

Table 6 shows that of the 40 Hispanic teachers who

responded to the survey, 65% were female and 35% were male.

Table 6 Gender of Hispanic Teacher Respondents

Gender Frequency %

Female 26 65.0

Male 14 35.0

Total 40 100.0



63

Table 7 shows that 72.5% of the respondents were Hispanic

in ethnicity. The remaining 27.5% of the Hispanic teachers were

Mexican American, Mexican or Cuban.

Table 7 Ethnicity of Hispanic Respondents

__________________________________________________________________

Ethnic Group Frequency % __________________________________________________________________

Hispanic 26 72.5

Mexican-American 14 15.0

Mexican 4 10.0

Cuban 1 2.5

Total 40 1

Of the 40 respondents, 30% of the Hispanic teachers were

born in the United States; another 30% came from Mexico, 10%

from Puerto Rico and 7.5% from Cuba. The remaining 22.5% came

from 11 other countries; one respondent from each country

(Panama, Dominican Republic, Costa Rica, Peru, Spain, Argentina,

Nicaragua, Chile and Colombia). Table 8 shows the country of

origin of the respondents.



64

Table 8 Country of Origin of Hispanic Teacher Respondents

Country Frequency %

United States 12 30.0

Mexico 12 30.0

Puerto Rico 4 10.0

Cuba 3 7.5

Panama 1 2.5

Dominican Republic 1 2.5

Costa Rica 1 2.5

Peru 1 2.5

Spain 1 2.5

Argentina 1 2.5

Nicaragua 1 2.5

Chile 1 2.5

Colombia 1 2.5

Total 40 100.0



65

It is shown in Table 9 that 55% of the respondents were 35

years old or younger; 10% of the Hispanic teachers were older than

50 years old. The remaining 35% were between 35 years old and

50 years old. The average age was around 33 years old.

Table 9 Age Bracket of Hispanic Teacher Respondents

Age (years) Frequency %

21-25 1 2.5

26-30 10 25.0

31-35 11 27.5

36-40 5 12.5

41-45 6 15.0

46-50 3 7.5

>50 4 10.0

Total 40



66

Table 10 shows that 26 or 65% of the respondents came

from immigrant families; 81% belonged to either first or second

generation immigrants.

Table 10 Respondents from Immigrant Families (Hispanic Teachers)

Response Frequency %

Yes 26* 65.0

No 14 35.0

Total 40

If Yes* Frequency %

1st Generation 10 38.5

2nd Generation 11 42.3

3rd Generation 5 19.2

Total 26



67

In terms of teaching experience, 27.5% of the respondents

have taught between 3 to 5 years. Table 11 further shows that

57.5% of the Hispanic teachers have taught more than 5 years

while 15% belonged to the neophyte group that has taught two

years or less.

Table 11 Years of Teaching Experience of Hispanic Teacher

Respondents

Years Frequency %

0-2 6 15.0

3-5 11 27.5

6-10 7 17.5

11-15 7 17.5

16-20 6 15.0

>20 3 7.5

Total 40



68

Most of the Hispanic teachers have taught more than one

grade level. Table 12 shows that 72.5% of the respondents have

taught Grade 10. Almost 60% have taught either Grade 9 or 11.

Only 45% (or 18 teachers) have taught Grade 12.

Table 12 Grade Levels* Handled by Hispanic Teachers

Grade Level Frequency %

9 23 57.5

10 29 72.5

11 24 60.0

12 18 45.0

*A respondent may have taught more than one grade level



69

Considering the highest degree earned, 62.5% of the

respondents have earned their Bachelor’s degree. Table 13 shows

that the remaining 37.5% further studied to pursue their Master’s

degree.

Table 13 Highest Academic Degree Earned by the Hispanic Teachers

Degree Frequency %

Bachelor’s 25 62.5

Master’s 15 37.5

Total 40



70

When asked how they got their teacher’s certificate, 62.5% of

the respondents indicated that they obtained their teacher’s

certificate as part of either their Bachelor’s or Master’s degree

program. Table 14 shows that 37.5% of the respondents enrolled

in the Alternative Certification Program to earn their teacher’s

certificate; possibly these were college graduates whose degrees

were not in Education.

Table 14 Path to Certification of Hispanic Teachers

Path Frequency %

Through their Bachelor’s Degree 18 45.0

Through their Master’s Degree 7 17.5

Alternative Certification Program 15 37.5

Total 40



71

Table 15 shows the different groups of individuals who have

influenced the respondents to go into the teaching profession. Of

the respondents who indicated the group that influenced them,

32.5% mentioned their immediate family; 30% cited others,

including themselves. Other groups referred to by the respondents

included their friends (20%) and their high school teacher or

principal (also 20%); the remaining respondents pointed to their

elementary or intermediate teacher , principal and their counselor

as providing motivation for them to join the teaching profession.

Table 15 Persons* Who Influenced Hispanic Teachers to Teach

Influenced to Teach By: Frequency %

Elementary Teacher/Principal 3 7.5

Counselor 3 7.5

Intermediate Teacher/Principal 1 2.5

High School Teacher/Principal 8 20.0

Family Member 13 32.5

Friend 8 20.0

Others 12 30.0

*May have been influenced by more than one person



72

As shown in Table 16, Hispanic teachers who responded to

the study may have taught more than one subject area. As

expected, most of them (40%) handled Spanish. Other Hispanic

teachers taught Mathematics (22.5%), Social Studies (20%),

Science (17.5%) and English (15%). Possibly because of their

background and exposure, 5% of the Hispanic teachers taught

French. The remaining 12.5% of the respondents handled other

subjects, including one who did some coaching job and another

teacher who taught the blind.

Table 16 Subjects Taught by Hispanic Teachers

Subject Frequency %

Social Studies 8 20

Spanish 16 40

Mathematics 9 22.5

Science 7 17.5

French 2 5

English 6 15

Others 5 12.5

Part two of the survey required that the respondents give a

rating for each of the recruitment or retention factors identified by

the researcher as important reasons, based on his readings and



73

interactions with teachers and administrators. The Hispanic

teachers were requested to give appropriate rating of “very

encouraging” (VE), “encouraging” (E), “neutral” (N), “discouraging”

(D) or “very discouraging” to each of the reasons mentioned.

Percentages were computed based on the frequencies of answers;

the weighted means were computed to determine the rank of the

reason rated. Since the reasons were stated in the positive, the

higher the weighted mean, the higher the ranking.

Table 17 shows the nine different reasons identified by the

researcher as recruitment factors that may have motivated the

Hispanic teachers to take their current teaching positions. Ninety

percent of the respondents were motivated by the “opportunity to

help others” as their primary reason to go into teaching; based on

the weighted mean this was ranked as the number one reason why

the respondents joined the teaching force.

Another significant reason for going into teaching was “job

location” as mentioned by 70% of the respondents; this was ranked

as number two reason. The third ranked reason was indicated by

70% of the respondents that credited “salary” of teachers as the

reason for joining the teaching profession, while 67.5% became

teachers because they “needed a job” was ranked fourth. The

“prestige of the district or school” was also mentioned by 65% of



74

the respondents as possible reason why a Hispanic may go into

teaching; this was ranked as the number five reason.

Other lesser ranked reasons regarded as motivating factors

for Hispanic teachers included “size of the district/school” (37.5%),

“signing bonus” (35%), “social status” (25%) and “family tradition”

(17.5%).



75

Table 17 Recruitment Factors – What motivated you to take your

current teaching position?

WeightedFactor VE/E N D/VD Mean Rank

Salary 70.0 20.0 10.0 3.80 3

Opportunity toHelp Others 90.0 10.0 0.0 4.45 1

I Needed a Job 67.5 32.5 0.0 3.65 4

Job Location 70.0 27.5 2.5 3.98 2

Family Tradition 17.5 80.0 2.5 3.18 8

Signing Bonus 35.0 57.5 7.5 3.35 6.5

District/School Size37.5 60.0 2.5 3.35 6.5

Prestige of District65.0 32.5 2.5 3.60 5

Social Status 25.0 60.0 15.0 3.08 9



76



joined the teaching force. Table 18 summarizes the results of the

survey regarding what kept the Hispanic teachers in their current

teaching positions.

Similar to the reason for going into the teaching profession,

95% of the respondents indicated the “opportunity to help others”

as their number one reason for remaining in the teaching

profession. “Job satisfaction” was given as the number two reason

for remaining in teaching as indicated by 90% of the respondents.

The third major reason of “job security” pointed out by 77.5% of

the respondents was followed by another financial reason of

“salary” indicated by 75% of the Hispanic teachers. Ranked next to

these financial reasons were “working conditions” and “job

location” which had equal weighted mean of 3.90.

Again, the “prestige of the district” was considered by 70% of the

respondents as a favorable factor for staying in their current

teaching position.

Another retention factor of “professional development”

indicated by 57.5% of the respondents implied that the school or

district has taken steps to help teachers with knowledge and skills

to perform better in their jobs. The next motivating factor also

supported the professional growth of the teachers by providing



77

them “mentors” who can give guidance, encouragement and

support during difficult or trying times. “Family support” added to

the favorable situation of the respondents; a pat on the back or a

word of encouragement that teachers get when they are at home

has been a positive reinforcement for Hispanic teachers to go on

teaching. The other financial reason of “incentive pay or bonus”,

“prestige of the district” and “family tradition” have also been

considered as retention factors by the Hispanic teachers.

Table 18 summarizes what Hispanic teachers thought of the

teaching profession. Thirty-five percent considered teaching as a

noble and rewarding profession. In addition to this, 17% also

realize the burden of responsibility and 13% considered teaching

as an opportunity to help others. Other reasons given included the

following: love for teaching, practice to help and make a difference

in a community and consider teaching as an art.



78

Table 18 Recruitment Factors – What keeps you in your current

teaching position?

WeightedFactor VE/E N D/VD Mean Rank

Salary 75.0 22.5 2.5 4.00 4

Opportunity toHelp Others 95.0 5.0 0.0 4.78 1

Job Location 65.0 32.5 2.5 3.90 6.5

Professional Development

57.5 32.5 10.0 3.58 9

Family Tradition 15.0 82.5 2.5 3.15 15

Incentive Pay/Bonus40.0 50.0 10.0 3.35 13.5

District/School Size37.5 60.0 2.5 3.35 13.5

Prestige of District 70.0 30.0 0.0 3.88 8

Family Support 37.5 62.5 0.0 3.45 12

Administrative Support 67.5 27.5 5.0 3.98 5

Mentor 47.5 45.0 7.5 3.50 11

Community Support 47.5 50.0 2.5 3.55 10

Job Security 77.5 17.5 5.0 4.03 3

Job Satisfaction 90.0 5.0 5.0 4.30 2

Working Conditions 75.0 17.5 7.5 3.90 6.5



79

Part three of the survey posed questions to the respondents

to get their views or comments on four key areas: what teachers

think of the teaching profession, what factors influenced them to

teach, how they were recruited by the district and why they chose

to remain in the teaching profession.

Table 19 summarizes what Hispanic teachers thought of the

teaching profession. Thirty-five percent considered teaching as a

noble and rewarding profession. In addition to this, 17% also

realize the burden of responsibility and 13% considered teaching

as an opportunity to help others. Other reasons given included the

following: love for teaching, practice to help and make a difference

in a community and consider teaching as an art.



80

Table 19 Part 3 – Question No. 1. What do you think about the

teaching profession?


Noble and Rewarding Profession 8 34.8

A Responsibility 4 17.4

Opportunity to Encourage Others 3 13.0

Love Teaching 2 8.7

Practice of Helping Community 2 8.7

Make Difference in Community 2 8.7

An Art 2 8.7

Hispanic teachers knew what obstacles they had to

surmount when they became teachers; however, the experience of

being told that they had touched a student’s life may be considered

the great reward. One Hispanic teacher said this: “I believe it is a

very difficult but rewarding job. I love moments when former

students return and talk about how they used what I taught

them.” Another Hispanic teacher realized the challenge of creating

an impact on the life of students: “Teaching is such a complex

profession. It’s the profession that is shaping education and

therefore America’s future, molding the skills of our future



81

workforce and laying the foundation for good citizens and full

participation in community and civic life.”

Table 20 gives the main factors that influenced Hispanic

teachers to venture into the world of teaching. Reasons given were

similar to what the researcher had identified and were rated in Part

Two of the survey. Primary reasons given were: enjoyment in being

a teacher and fulfilling (both 17.4%); influenced by professor,

enhance lives of young people, follow footsteps of a loved one,

opportunity to help others and make a difference – all mentioned

by 13% of the respondents. Other reasons include: same schedule

as children, an option after being laid off from another job, job

location and security and able to coach, the love of his life.



82

Table 20 Part 3 – Question No. 2. What factors influenced your

decision to teach?


Enjoy Teaching 4 17.4

Fulfilling Job 4 17.4

Influenced by Professor 3 13.0

Enhance Live of Young People 3 13.0

Follow Footsteps of Mother/Friend 3 13.0

Opportunity to Help Others 3 13.0

Make a Difference 3 13.0

Same Schedule as Own Children 2 8.7

Option After Lay-Off 1 4.3

Knowledge of Spanish 1 4.3

Able to Coach 1 4.3

Job Location 1

Job Security 1

When Hispanic teachers were asked what factors steered

them towards teaching, their answers indicated their noble

intention to help others. One teacher expressed it this way: “I felt

that I would be able to positively influence students and be able to

make an impact on young lives.” Another optimistic outlook is



83

shown in this comment: “The fulfilling and rewarding experiences I

get from teaching influenced me to be a teacher. It makes me feel

great when I know I have helped build and mold our future

America.”

The methods on how Hispanic teachers were recruited into a

district are shown in Table 21. Almost 61% of the Hispanic

teachers applied for the job through the district’s website or

formally wrote a letter of application or availed of an opportunity

through the job fair. Thirteen percent first served as a substitute

and then earned a permanent position. Others became teachers

through friends who vouched for them or had the opportunity to

find a teaching job after moving to the area, possibly because the

school is near their home.



84

Table 21 Part 3 – Question No. 3. How were you recruited into your

district?

Method of Recruitment Frequency %

On-line Application 7 30.4

Applied for Job/Job Fair 7 30.4

Substitute, then Permanent 3 13.0

Through Friends 2

Moved to Area 2 8.7

Looked for Something New 1 4.3

Near Home 1 4.3

Two Hispanic teachers commented on how they were

recruited into teaching for a district; one said: “I found a job

posting on the district website. I was called for the interview and

received a job offer.” Another teacher had this experience: “One of

my professors suggested I substitute teach for his school district.

The principal of this first middle school referred me to another

principal who hired me for my first full time teaching job.”

Table 22 shows the different reasons why Hispanic teachers

chose to remain in their teaching profession. Reasons given by the

teachers who gave their comments support what the respondents

for the survey ranked as retention factors. The fulfilling and



85

rewarding job was mentioned by 48% of the teachers. Supporting

this reason was the altruistic view of 39% of the Hispanic teachers

that by teaching they are able to help others.

Other reasons cited by the Hispanic teachers were to their

benefit like getting time off with their family since their school

schedule allowed them the opportunity, good working conditions,

job satisfaction and security and a chance to do something they

liked by being able to teach Advanced Placement classes or coach a

football team.

Table 22 Part 3 – Question No. 4. What are the reasons why you

chose to remain in the teaching profession?

Reason for Remaining in Teaching Frequency %

Fulfilling/Rewarding Job 11 47.8

Able to Help Others 9 39.1

Time Off with Family 6 26.1

Good Working Conditions 6 26.1

Job Satisfaction/Security 3 13.0

Teach AP Classes 2 8.7

Schedule Okay to Raise Own Kids 2 8.7

Coach Football 1 4.3



86

A Hispanic teacher had this to say regarding staying in the

current teaching profession: “I want to encourage the minorities in

my classes to continue their education and become leaders in their

community. I want to be there for kids who are struggling.”

Another Hispanic teacher supported this sentiment: “I believe

teaching is very fulfilling and rewarding. I feel so good when I

know that I making some difference in someone’s life.” To support

one of the reasons why teachers remain in the teaching profession,

another Hispanic teacher expressed this sentiment: “I feel that

good working conditions, an opportunity to help or mentor young

people, and the satisfaction of the overall teaching experience are

reasons that I choose to remain in the teaching profession.” A

fourth Hispanic teacher similarly said: “I like to help others. I am

blessed to have a very enjoyable work environment and my family

benefits from the teaching schedule. In the end, I love what I do.”

Finally, from a practical situation, a female Hispanic teacher

commented that: “It was a perfect ‘mom’ schedule while raising my

children. Now it is the comfort zone which every once in while

some star pupils make it a great pay-off!”

Hispanic Teacher Recruitment and Retention Initiatives

Fourteen 14 of the intended 15 school administrators and

district personnel provided inputs to the four interview questions

given by the researcher. The following tables provide information



87

regarding the respondents. Table 23 shows that of the fourteen

respondents, 57.1% were females and 42.9% were males.

Table 23 Gender of Respondents (School Administrators and District

Personnel)

Gender Frequency %

Female 8 57.1

Male 6 42.9

Total 14

Table 24 shows the ethnicity of the school administrators

and district personnel; 85.7% of the 14 respondents were White

and 14.3% were African-American.

Table 24 Ethnicity of Respondents (School Administrators and

District Personnel)

Ethnicity Frequency %

White 12 85.7

African-American 2 14.3

Total 14



88

Table 25 shows the highest degree earned by the school

administrators and district administrators; 86% had Masters’

degrees and the remaining 14% owned Bachelors’ degrees.

Table 25 Highest Education Degree of School Administrators and

District Personnel

Degree Frequency %

Master’s 12 85.7

Bachelor’s 2 14.3

Total 14

Table 26 shows the educational experience of the school

administrators and district personnel who responded in the study;

they had at least six years of exposure to education. Twenty-nine

percent of the respondents had six to 10 years of experience in

schools; a similar percentage had 16 years of school work.



89

Table 26 Years of Experience in Education of School Administrators

and District Personnel

Years in Education Frequency %

6-10 4 28.6

11-15 2 14.3

16-20 4 28.6

21-25 1 7.1

26-30 2 14.3

>30 1 7.1

Total 14

Table 27 shows the positions of the respondents who were

interviewed on practices of the school or district regarding

initiatives to recruit and retain Hispanic teachers. Ten of the 14

school administrators and district personnel interviewed had

school responsibilities as assistant principal, dean of instruction or

principal. One assistant superintendent expressed his ideas

regarding the questions given to them while two directors added

their own comments and observations regarding recruitment and

retention initiatives involving Hispanic teachers.



90

Table 27 Administrative Positions of the Interviewed Respondents

Administrative Position Frequency %

Principal 4 28.6

Asst. Principal 4 28.6

Dean of Instruction 2 14.3

Director (HR/Character Education) 3 21.4

Asst. Superintendent 1 7.1

Total 1

After giving information about their background and other

characteristics, the fourteen school administrators and district

personnel answered four questions on Hispanic teacher

recruitment and retention initiatives.

Table 28 shows the different approaches used by

administrators to recruit teachers to work in their districts. Eighty-

five percent mentioned job fairs and assigning recruiters to find

bilingual teachers from inside the country and abroad. This

practice ties up with the process of how teachers get hired in a

school or district – through job fairs and formal application by mail

or through a school’s or district’s website.

School districts which have websites include a listing of

available jobs in their district and the process through which



91

applicants can communicate with the assigned person or office

that handles the applications.

Table 28 What are the approaches used by the district to recruit

Hispanic teachers?

Approaches Frequency %

Job Fairs 6

Recruit bilingual teachers here & abroad 6 42.9

Newspaper Ads/Internet 2 14.3

Recruit Diverse Workforce 2 14.3

Equal Opportunity Employer 1 7.1

One district personnel informed the researcher regarding the

practice in their district: “Our district conducts international

recruitment in South America. Our district also targets recent

college graduates in the state of Texas who are majoring in

Spanish.”

An HR Director gave this strategy: “The Human Resource

Department attends job fairs across the state throughout the year

to recruit teachers. They also visit college career centers to recruit

as well. The district does not specifically recruit Hispanic teachers

but does recruit specifically bilingual educators.”



92

Although not so sure, a school administrator offered this

comment: “I don’t know of specific approaches for recruiting

Hispanic teachers. My assumption would be that Hispanic

teachers are recruited through job fairs and media sources like the

internet or newspaper.”

School and district administrators were asked regarding the

impact or benefit of having Hispanic teachers on campus where a

sizeable number of students are Hispanic. The feedbacks are

shown in Table 29. Of the 14 respondents, 57% considered the

Hispanic teachers as role models whom the Hispanic students can

emulate and 36% expect to have strong alignment between the

Hispanic teachers and Hispanic students. These administrators

also envision a campus where there is better relationship between

students and teachers and teachers are able to relate realities in

life to what they teach in and out of the classroom.



93

Table 29 What is the impact, if any, of having Hispanic teachers on

your campus relating to the academic success of your Hispanic

students?

Impact Frequency %

Role Model for Hispanic Students 8 57.1

Inspire Hispanic Students/Strong Alignment 5 35.7

Relate Life Experiences into Curriculum 4 28.6

Build Better Relationships Faster 4 28.6

Faculty Reflects Diverse Population 3 21.4

One of the school administrator’s interviewed has this

expectation:

Teachers of Hispanic descent are wonderful role

models for our Hispanics students. They are able to

relate life experiences into the curriculum they teach.

They teach in a way that inspires our Hispanic

students. There is an emphasis on relationships

between teachers and students on our campus this

year. Administration encourages teachers to get to

know their students on a personal level. We have

found that when a student can relate to a teacher from



94

a similar culture, it will affect the student’s behavior,

attendance and academics in a positive way.

Another school administrator explained the situation in the

school:

In my campus there is a cultural and language barrier

that is hard to overcome. Having educated Hispanic

person could be used as role model for others to

follow. That person could also assist in blending parts

of that culture into the educational setting, creating

some harmony, hopefully.

Table 30 What are the approaches used by your district to retain

Hispanic teachers?


Partnered with Veteran Teachersas Mentors 8 57.1

Competitive Salary/Benefits 6 42.9

Provide Stipend/Incentive Program 3 21.4

Diversity Training/Support 2 14.3

Strong Induction Program 2 14.3

Conveniences and Savings for Staying 1 7.1

Successful Campus 1 7.1



95

A school administrator specified his system of keeping his

new, Hispanic teachers: “Hispanic teachers, like other new

teachers to our district, are partnered with a veteran teacher who

mentors him or her. Second year teachers continue a mentoring

program at the campus level with support from the Dean of

Instruction and curriculum specialists.”

Another administrator favored the financial approach: “I

would think that benefits, demographics, a mentoring program,

incentive programs and monetary approaches would help school

districts hire and retain Hispanic teachers.” Another administrator

supported this contention:

Stipends are the most successful approach we have

and it works temporarily. Teacher who are bilingual

(English + Spanish) are targeted in Texas, therefore

they can demand more. The stipend sometimes drives

the decision for to change districts to become eligible

for another sign-on bonus after meeting the

requirement of the 1st stipend. Our district has a

mentoring program which is used to improve retention

rates. Also, we target local teachers and discuss and

explain the convenience and saving on gas.



96

Another administrator advocated the strategy of support

systems and partnership:

I am bilingual and I try to search out other bilingual

staff and bring them into an educational partnership. I

have asked them to be mentors for teachers and

students and take leadership roles in teacher- and-

student groups. The more buy-in and participation,

the more I anticipate a long relationship.

A final question was given to school and district

administrators – Of the approaches or strategies that they practice

in recruiting and retaining Hispanic teachers, which ones do they

consider as successful? The answers that they gave are shown in

Table 31. Forty-three percent or six of the 14 administrators

considered monetary incentives and benefits as successful factors

to entice and retain Hispanic teachers in the teaching profession.

Taking care of them through the mentoring program and making

them feel important and of value are also considered as effective

strategies to invite and keep Hispanic teachers in the campuses.

Administrators provide the fitting environment to help assure the

continued presence of Hispanic teachers especially in schools

surrounded by high number of Hispanic families.



97

Table 31 What approaches appear to be successful in recruiting and

retaining Hispanic teachers?


Monetary Incentives/Benefits 6 42.9

Sense of Belonging and Value 2 14.3

Successful Mentoring Program 2 14.3

Recruit with Another Hispanic Teacher 2 14.3

High Number of Hispanic Families 1 7.1

Quality of District 1 7.1

Hispanic Teacher Support Group 1 7.1

An administrator described his concern regarding the

question this way:

I think the greatest challenge to retaining and

recruiting Hispanic teachers today is salary. Many

employers are drastically trying to change their

workforce to reflect the society they serve. This makes

for much competition between the public education

community and the private sector to employ highly

sought-after, qualified Hispanics. The temptation,

wants, or need for higher salary in the private sector is

many times too great for those who want to work in



98

public education. Competition is stiff for qualified

Hispanic teachers. Higher salary and benefits, in my

opinion, is the most effective approach to retaining

qualified Hispanic teachers.

Another administrator expressed his views about dealing

with Hispanic teachers in ways other than monetary or financial:

I think our recruiting efforts targeting Hispanic

teachers need to be enhanced by utilizing our current

Hispanic teachers, researching the community

activities and resources that relate to the Hispanic

community and making sure to highlight those events

in our recruiting activities. With regards to retaining

Hispanics teachers in our district, I feel that the

establishment of a Hispanic teacher support group

would be beneficial so that they have the opportunity

to network with each other and support each other.

The district is very large and our Hispanic teachers feel

isolated because they are few of them on each campus

but collectively they would be a huge asset and

support for each other.



99

Discussion

Quantitative Research Questions

Quantitative Research Question No. 1: Is there a corresponding

increase in the percent of Hispanic teachers with the increase of

Hispanic students in Texas from school years 2000 through 2007?

The average annual percentage for Hispanic teachers ranged

from 6.5% in SY 2001 – 2002 to 8.2% in SY 2003 – 2004; the

average annual increase over the years under study was 0.15

percentage points. The average percentage for Hispanic students


the average annual increase over the same years during the study

was 1.78 percentage points. There was an average increase ratio of

approximately 1 is to 12 (or 0.15 is to 1.78) when the average

percentage of Hispanic teachers was compared to the average

percentage of Hispanic students.

Quantitative Research Question No. 2: Is there a relationship


Hispanic students passing the TAKS Exit Level examination in the

core area of Mathematics?

All Pearson r values were negative; the results of r = – 0.372

for SY 2004 – 2005 and r = - 0.418 for SY 2005 – 2006 were

significant. The null hypothesis was rejected for the results of this

specific school year.



100

It is difficult to explain the negative correlations; possibly

due to the situation where only 22.5% of the Hispanic teachers

were handling Mathematics. When the percentage of Hispanic

teachers increased, the additional teachers possibly handled other

subjects, not Mathematics.

Quantitative Question No. 3: Is there a relationship between the

percent of Hispanic teachers and the percent of Hispanic students

passing the TAKS Exit Level examination in the core area of

English/Language Arts?

For SY 2004 – 2005, the relationship of r = - 0.328, between

the 7.02% average Hispanic teachers and the 84.56% average

Hispanic students who passed the Exit Level examination in ELA

was significant. Similarly, the result of SY 2005 – 2006, where

obtained r = - 0.520, was also significant. The increase in the

percentages of Hispanic teachers did not significantly affect the

percentages of Hispanic students who passed the ELA Exit Level

TAKS examinations in SY 2004 - 2005 and SY 2006 – 2007. The

number of Hispanic teachers who accounted for the increase may

not have handled subjects involving the ELA TAKS test. For the

results of SY 2005 – 2006, the null hypothesis was rejected.

Qualitative Research Questions

Questions Answered by Hispanic Teachers:

1. What do you think of the teaching profession?



101

The answers of the Hispanic teachers were in line with

the factors they considered as leading them towards a teaching

profession; 35% considered teaching as a noble and rewarding

profession, while 17% also realized the burden of responsibility

and 13% considered teaching as an opportunity to help others.

Other reasons given included the following: love for teaching,

practice to help and make a difference in a community and

consider teaching as an art.

2. What factors influenced your decision to teach?

Primary reasons given were: enjoyment in being a teacher

and fulfilling (both 17.4%); influenced by professor, enhance

lives of young people, follow footsteps of a loved one,

opportunity to help others and make a difference – all

mentioned by 13% of the respondents. Other reasons include:

same schedule as children, an option after being laid off from

another job, job location and security and able to coach, the

love of his life. Reasons given were similar to what the

researcher had identified and were rated in Part Two of the

survey.

3. How were you recruited into your district?

Almost 61% of the Hispanic teachers applied for the job

through the district’s website or formally wrote a letter of



102

application or availed of an opportunity through the job fair.

Thirteen percent first served as a substitute and then earned a

permanent position. Others became teachers through friends

who vouched for them or had the opportunity to find a teaching

job after moving to the area, possibly since the school is near

their home. Hispanic teachers availed of the normal ways of

applying for a job.

4. What are the reasons why you chose to remain in the teaching

profession?

The fulfilling and rewarding job was mentioned by 48% of

the teachers. Supporting this reason is the altruistic view of

39% of the Hispanic teachers that by teaching they are able to

help others. Other reasons cited by the Hispanic teachers were

an appreciation for the time off with their family since their

school schedule allows them the opportunity, good working

conditions, job satisfaction and security and a chance to do

something they like by being able to teach Advanced Placement

classes or by coaching a football team. Reasons given by the

teachers who gave their comments support what the

respondents for the survey ranked as retention factors.

Questions Answered by School and District Administrators:

1. What are the approaches used by your district to recruit Hispanic

teachers?



103

Eighty-five percent of the administrators utilized job fairs

and recruiters to find bilingual teachers from inside the country

and abroad. This practice ties up with the process of how

teachers get hired in a school or district – through job fairs and

formal application by mail or through a school’s or district’s

website. School districts which have websites include a listing of

available jobs in their district and the process through which

applicants can communicate with the assigned person or office

that handles the applications.

2. What is the impact, if any, of having Hispanic teachers on your

campus relating to the academic success of your Hispanic

students?

Of the 14 respondents, 57% considered the Hispanic

teachers as role models whom the Hispanic students can

emulate and 36% expect to have strong alignment between the


also envision a campus where there is better relationship

between students and teachers; also, teachers are able to relate

realities in life to what they teach in and out of the classroom.

3. What are the approaches used by your district to retain Hispanic

teachers?



104

School administrators assigned mentors to new

Hispanic teachers to guide them and monitor their

performance. Advice from mentors is offered to mentees

especially when difficulties arise. Fifty-seven percent or

eight administrators utilized this strategy to retain new

Hispanic teachers. Other strategies advocated by 64% of

the respondents include financial considerations like

competitive salary/benefits and stipends or incentive

programs. Support systems and dialog may also help

Hispanic teachers to remain in the campuses where they

are currently employed.

4. Which approaches appear to be successful in recruiting and

retaining Hispanic teachers?

Forty-three percent or six of the 14 administrators

considered monetary incentives and benefits as successful

factors to entice and retain Hispanic teachers in the teaching

profession. Taking care of them through the mentoring program

and making them feel important and of value are also

considered as effective strategies to invite and keep Hispanic

teachers in the campuses. Administrators provide the fitting

environment to help assure the continued presence of Hispanic

teachers especially in schools surrounded by high number of

Hispanic families.



105

Summary

The purpose of the study was to identify methods to assist

with the recruitment and retention of Hispanic teachers in selected

schools in Texas. A mixed methods design involving quantitative

and qualitative measurements was utilized in this study.



in SY 2001 – 2002 to 8.2% in SY 2003 – 2004; the average annual

increase over the years under study was 0.15 percentage points.

The average percentage for Hispanic students ranged from 27.8%

in SY 2000 – 2001 to 35.2% in SY 2006 – 2007; the average annual

increase over the same years during the study was 1.78 percentage

points.

All Pearson r values were negative when the relationship

between the average percent of Hispanic teachers and the average

percent of Hispanic students passing the TAKS Exit Level

examination in Mathematics was determined. The results of r = –

0.372 for SY 2004 – 2005 and r = - 0.418 for SY 2005 – 2006 were

significant.

For SY 2004 – 2005, the relationship of r = - 0.328, between

the 7.02% average Hispanic teachers and the 84.56% average

Hispanic students passing the Exit Level examination in ELA and

for SY 2005 – 2006 where r = - 0.520 were significant. The



106

increase in the percentages of Hispanic teachers did not

significantly affect the percentages of Hispanic students who

passed the ELA Exit Level TAKS examinations in SY 2006 – 2007.

The number of Hispanic teachers who accounted for the increase

may not have handled subjects requiring the ELA TAKS test.




groups. The factors utilized by the researcher for the ranking in the

survey were similar to what the Hispanic teachers, school

administrators and district personnel identified as recruitment and

retention factors that they encountered or experienced.

However, there was a disconnect between teachers and

administrators with respect to the value of monetary incentives as

a retention tool. Most of the administrators cited stipends and

other monetary incentives as a primary reason that Hispanic

teachers remain in a particular school district; however, when the

Hispanic teachers responded to the same question, monetary

incentives were not high on their list for wanting to remain in a

district.



107

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides a summary of the study, conclusions

drawn from the results and information to answer the research

questions and recommendations for further study suggested by the

researcher. The purpose of the study was to identify methods to

assist with the recruitment and retention of Hispanic teachers in

selected schools in Texas. A mixed methods design involving

quantitative and qualitative measurements was utilized in this

study.

Summary



to 8.2%; the average annual increase over the years under study

was 0.15 percentage points. The average percentage for Hispanic

students ranged from 27.8% to 35.2%; the average annual increase

over the same years under the study was 1.78 percentage points.

When the relationship between the average percent of

Hispanic teachers and the average percent of Hispanic students

passing the TAKS Exit Level examination in Mathematics was

determined for the three years under study, all Pearson r values

were negative. The results of r = – 0.372 for SY 2004 – 2005 and r =



108

- 0.418 for SY 2005 – 2006 were significant at 0.05 level, two-

tailed.

Likewise, when the relationship between the average percent

of Hispanic teachers and the average percent of Hispanic students

passing the TAKS Exit Level examination in English/Language Arts

was determined for the three years under study, all Pearson r

values were also negative. The results of r = – 0.328 for SY 2004 –

2005 and r = - 0.520 were significant at 0.05 level, two-tailed.




groups. Forty Hispanic teachers answered the survey and 14

school and district administrators were interviewed.

Of the nine motivating factors advanced by the researcher in

terms of recruiting Hispanic teachers, the top five ranked by the

Hispanic teachers were: opportunity to help others, job location,

salary, needed a job and prestige of the district or school.



joined the teaching force. Results of the rating done by the

Hispanic teachers identified the top five reasons: opportunity to

help others, job satisfaction, job security, salary and working

conditions.



109

When asked what they thought of teaching, the Hispanic

teachers considered teaching as a noble and rewarding profession,

at the same time realized that teaching is a major responsibility

and an opportunity to help others.

Hispanic teachers joined the field of education because they

saw enjoyment in being a teacher and considered it as a fulfilling

undertaking. Or they could have been influenced by their

professors or members of the family. They also considered

following the footsteps of a loved one because they saw the

opportunity to help others and realized the challenge of how they

can enhance the lives of young people. In order to be hired as a

teacher, Hispanic candidates applied for the job through the

district’s website or formally wrote a letter of application or availed

of an opportunity through the job fair.

What motivated Hispanic teachers to remain in the teaching

profession was due to their experience where they saw an avenue

to help others, especially the young students under their tutelage

and care. They also came across ways they can help themselves

with their modest earnings and opportunity to enjoy life with their

family.

School and district administrators reinforced the recruitment

process given by the Hispanic teachers. Entry to a teaching job



110

was through the normal process of applying and being selected

after some sort of interview and examination of documents.

School and district administrators hope that Hispanic

teachers become role models whom the Hispanic students can

emulate and may result to a strong alignment between the


also envision a campus where there is better relationship between

students and teachers; also, teachers are able to relate realities in

life to what they teach in and out of the classroom.

School administrators assigned mentors to new Hispanic

teachers to guide them and monitor their performance. Advice from

mentors is offered to mentees especially when difficulties arise.

Retention factors may include financial considerations like

competitive salary/benefits and stipends or incentive programs.

Support systems and dialog may also help Hispanic teachers to

remain in the campuses where they are currently employed.

Although Hispanic teachers did not rate monetary incentives

as a primary reason for remaining in a district, school and district

personnel considered monetary incentives and benefits as

successful factors to entice and retain Hispanic teachers in the

teaching profession. Taking care of them through the mentoring

program and making them feel important and of value are also



111

considered as effective strategies to invite and keep Hispanic

teachers in the campuses.

Conclusions

After analyzing the results of the study, this researcher

arrives at the following conclusions:

1. The increase of Hispanic teachers in the selected Texas

schools did not significantly affect the Hispanic students’

performance in the TAKS Exit Level examinations in the core areas

of Mathematics and English/Language Arts; the relationship for

both areas was only significant in one of three school years under

study.

2. Hispanic teachers consider teaching as a noble profession as

shown in their reason for being recruited and retained as a

teacher- to help others. However, they also see the challenge of

influencing the lives of young people and consider this as a

responsibility.

Although limited, the available research reflects a variety of

factors as being instrumental in motivating and influencing

students of color to pursue teaching careers. Pragmatic reasons,

such as income, job security, benefits, and vacations attract

minority students to the educational field (Su, 1996). Family and

parental support and interest influenced minority students.

Former teachers, who had demonstrated personal interest in



112

students, impacted minority career choice (Mullen, 1997). In

research conducted by Cabello, Eckimer, and Baghieri (1995), it

was revealed that minority students have altruistic reasons for

entering the teaching field, such as, desiring to be role models,

wanting to give back to the community, aspiring to be social

change agents, and seeking to improve the educational system for

minority students. This is consistent with the researchers findings.

3. Hispanic teachers were employed by utilizing the normal

process of applying through the internet or through the designated

offices of the district. Others though may have been selected by

recruiters assigned by the district to hire teachers from inside the

country or from abroad.

In order to identify which program components helped to

increase the number of minority students who entered and

remained in the teaching profession, Gonzalez (1997) documented

the views of students who participated in six special recruitment

programs. The following eight components were viewed as being

most important: (1) professors and mentors are caring and

involved, (2) peer members actively recruit, (3) support and

activities help to ease transition into college, (4) faculty members

monitor participant progress regularly, (5) student self-reliance

and acceptance of responsibility are encouraged, (6) high

standards are set and then participants are given the necessary



113

support to meet these standards, (7) mediation assistance with

college offices and help with necessary paperwork are provided,

and (8) a more positive view of the teaching profession is promoted.

The researcher found this to be important to the participants, as

many of them were inspired to teach because of a mentor-type

relationship.

4. Aside from the altruistic reasons (like opportunity to help

others, etc.) that Hispanic teachers had when they joined the

teaching force, they also considered pragmatic reasons like

competitive salary, job security, good working conditions and job

satisfaction. Although, the majority of administrators in this study

believed that monetary incentives were the primary reason for

Hispanic teachers to either go into or remain the profession, the

Hispanic teachers did not hold this thought. According to this

study, money was not the most important factor for going into or

remaining in the teaching profession.

Much of the available research showed that Hispanic

students had decided to enter the teaching profession for primarily

altruistic reasons. Cabello, Eckimer, and Baghieri (1995)

interviewed teacher candidates during their first years in teacher

education programs. The majority of the candidates remembered

negative experiences while in school and reflected on the need for

more teachers who genuinely cared and were willing to listen to



114

students. The Hispanic students who participated expressed a

strong desire to change things within their own communities.

Teaching, because of the size and accessibility of the

profession, may be seen as a possible career choice by first

generation college students (Gordon, 2000). After completing

studies of minority teachers in three major cities, Gordon

concluded that the majority of Hispanic teachers surveyed felt a

great deal of pride in their profession. These teachers thought that

teaching provided them with a good income, security, benefits, and

the opportunity to help others. Many of the teachers who were

interviewed, including Hispanics, were immigrants themselves and

had not yet assimilated the less-respectful views of teaching held

by the dominant culture. Teaching had allowed them to move from

a low economic status to that of middle class. Many of the

Hispanic women reported having to give up a great deal in order to

continue their education and were proud of their

accomplishments.

5. School and district administrators expect that Hispanic

teachers become role models not only for Hispanic students but for

all students in school. In their study, Hood and Parker (1994)

reported that Hispanic teacher education students expressed a

strong desire to return to their racial/cultural communities to

teach. Viewing the education of children as a mission, the



115

participants hoped to serve as role models for minority students,

as well as to inspire them to achieve both academically and

professionally (Hood & Parker, 1994). Participants expressed

concern that White teachers might do more harm than good when

teaching minority students. The candidates did not believe that

teaching would be especially rewarding financially but rather

emotionally and culturally. They expressed the desire to teach in

urban schools and to work with disadvantaged or at-risk students.

The desire to be a role model was identified by Hispanic

educators in a study done by Darder (1995). Hispanic teachers

realize their significance in the lives of those they taught and that

it was important to help minority students express themselves and

to appreciate their cultural heritage. Teachers shared that it was

through their modeling and sharing of culture that Hispanic

students gained confidence. Their students had the opportunity to

see the teacher as someone who had struggled, persevered through

the educational system, yet still managed to maintain his or her

own cultural identity.

6. Diverse groups of students require attention from a diverse

group of teachers who can have alignment and rapport with them,

because they come from the same culture and speak the same

language. Howard (2003) suggested that students would benefit

from having qualified teachers who come from similar



116

backgrounds. These teachers could contribute to the students’

sense of belonging and academic achievement.

The research is consistent with the findings of this study.

Both the Hispanic teachers and school/district administrators

agreed that non-minority students benefit from the opportunity to

interact with minority teachers. The interaction with minority

teachers will result in an increased familiarity with other cultures.

In a more globally-dependent world, students in classrooms need

to learn about world diversity, which includes racial diversity

(Wehrman, 2002).

Recommendations

From the analysis of this study, the researcher

advances the following recommendations:

1. Create an interactive orientation program where new

Hispanic teachers meet their veteran counterparts for a meaningful

exchange of questions and answers about the challenges of

teaching. The first year can be fighting for survival, but the years

after can be filled with joy and hope.

2. Support the new Hispanic teachers with a mentoring

program where the mentor and mentee often meet to discuss

problems and opportunities, so that the teacher finds his or her

way through the maze of the teaching world and become a change

agent for the benefit of students under his or her care.



117

3. New Hispanic teachers will not only need the support and

guidance of their mentors. School administrators should also give

them support and understanding so that these neophytes will feel

they belong in a school culture that allows growth and

advancement.

4. The path to teaching is not all rosy; new Hispanic teachers

may face certain realities or difficulties that they could not handle.

They need the support of administrators and people at home.

Families have influenced somebody in the family to go into

teaching; now is the time for them to show support.

Recommendations for Further Study

Based on the results of this study, the researcher suggests

the following issues or concerns for further study:

1. A study could be conducted regarding other minority

teachers (African Americans, Asians, and others) regarding factors

on how they were recruited and retained in school districts.

2. A similar study could be conducted with a larger sample to

include several districts in Texas.

3. A similar study could be conducted by increasing the

number of core areas in TAKS Exit Level Examinations which

Hispanic students have to pass: Science, Mathematics,

English/Language Arts, and Social Studies. Also increase the

number of years as scope of the study.



118

4. A qualitative study could be conducted to understand how

the presence of diverse teachers affects student behavior and

academic performance and to further understand any reciprocal

affects on teachers.



119

REFERENCES

American Association of Colleges for Teacher Education (1990a).

Minority teacher supply and demand . Washington, DC:

Author

American Association of Colleges for Teacher Education (1990b).

Teacher education policy in the states: A 50-state survey of

legislative and administrative actions. Washington, DC:

Author.

American Association of Colleges for Teacher Education (1994).

Teacher education pipeline III: Schools, colleges, and

departments of education enrollments by race, ethnicity, and

gender. Washington, DC: Author.

Archer, J. (1996). Surge in Hispanic student enrollment predicted.

Education Week . Retrieved July 7, 2006, from

http://www.edweek.org

Baptiste, H. P., Jr. (1976). Multicultural education: A synopsis .

Unpublished manuscript.

Barnes, C. (2000). Wanted: Teachers of color. Schools in the

Middle, 9 (6) , 1-4.

Botwinik, R. (2007). Dealing with teacher stress. The Clearing

House, 80 (6) , 271-272.

http://www.edweek.org/




120

Bowman, B. T. (1994). Cultural diversity and academic

achievement . (Issue Paper pg. 1-9). Chicago, IL: North

Central Regional Educational Laboratory.

Cabello, B., & Eckmier, J. (1995). Different perceptions of race in

education: Racial minority and white teachers. Canadian

Journal of Education, 22 , 67-81.

Campbell, J., Hombo, C., & Mazzeo, J. (2000). NAEP 1999 Trends

in Academic Progress . Washington, DC: National Center for

Educational Statistics.

Cole, B. P. (1986). The black educator: An endangered species.

Journal of Negro Education, 55, 326-334.

Contreras, G., & Nicklas, W. L. (1993). Attracting minority

community/junior college students to teaching. Action in

Teacher Education, 15, (1) , 1-7.

Darder, A. (1995). Buscando America: The contributions of critical

Latino educators to the academic development and

empowerment of Latino students in the U.S. In C. Sleeter.

C. & P. McLaren. (Eds.). Multicultural education, critical

pedagogy, and the politics of difference (pp. 319-348). Albany,

NY: SUNY Press.

Darder, A., Torres, R., & Gutierrez, H. (1997). Latinos and

education: A critical reader . London: Routledge.



121

Darling-Hammond, L. (1990). Teachers and teaching: Signs of a

changing profession. Handbook of research on teacher

education . New York: Macmillan.

Darling-Hammond, L. (2003). Keeping good teachers: Why it

matters what leaders can do. Educational Leadership, 60, 6

13.

Dee, T. S. (2004). “The race connection.” Education Next , 2, 52-59.

Dunlop, H. K. (1997). A Study of the Career Paths and Patterns of

African American Superintendents. (UMI No. 9822584)

ERIC Clearinghouse on Urban Education. (2001). Latinos in

school: Some facts and findings. ERIC Digest Number 162 .

Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing

Naturalistic Inquiry . Newbury Park, CA: Sage Publications,

Inc.

Farkas, J. P. & Milstein, M. (1986). Educational stress: myth or

reality ? Paper presented at the annual meeting of the

American Educational Research Association. San Francisco,

CA.

Feiman-Nesmer, S., & Floden, R. (1986). The cultures of teaching.

In M. C. Wittrock (Eds.), Ideology and practice in schooling

(pp.193-212). Philadelphia: Temple University Press.

Ford, D. Y. & Thomas, A. (1997). Underachievement among gifted

minority students: Problems and promises. Council for



122

Exceptional Children. Retrieved July 7, 2006, from

http://ericec.org.

Fraenkel, J. & Wallen, N. (2003). How to design and evaluate

research in education . New York, NY: McGraw-Hill

Publishing.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research:

An introduction . Boston, MA: Pearson Education, Inc.

Gay, L. & Airasian, P. (2000). Educational research: Competencies

for analysis and application . Upper Saddle, NJ: Prentice Hall.

Gibson, C. (2002). Being real: The student-teacher relationship and

African-American male delinquency . New York, NY: LFB

Scholarly.

Gold, Y. (1996). Beginning teacher support: Attrition, mentoring,

and induction. In J. Sikula, T. J. Butterly, & E. Guyton

(Eds.), Handbook of research on teacher education, (2nd ed.,

pp. 548-594). New York: Macmillan.

Gonzalez, J. M. (1997). Recruiting and training minority teachers.

Equity and Excellence in Education 30, 56-64.

Gordon, J. (1993). Why students of color are not entering the field of

teaching: Reflections from minority teachers . Paper presented

at the Conference on Teaching for Diversity. Charleston, SC.

Gordon, J. (2000). The color of teaching . London: Routledge Falmer.

http://ericec.org/

http://ericec.org/



123

Guyton, E., Saxton, R., & Wesche, M. (1996). Experiences of

diverse students in teacher education. Teaching and Teacher

Education, 12, (6) , 643-52.

Haberman, M. (1989). More minority teachers. Phi Delta Kappan,

70, (10), 771-776.

Haselkorn, D. (1996). Breaking the class ceiling. Education Week.

Retrieved July 7, 2006, from http://www.edweek.org

Haselkorn, D. (2002). A guide to today’s teacher recruitment

challenges . Belmont, MA: Recruiting New Teachers, Inc.

Hofstede, G. H. (1997). Cultures and organizations: Software of the

mind . New York: McGraw Hill.

Hood, S., & Parker, L. J., (1994). Minority students informing the

faculty: Implications for racial diversity and the future of

teacher education. Journal of Teacher Education, 45, (3), 164

171.

Howard, T. C. (2003). “Who receives the short end of the shortage?

Implications of the United States teacher shortage on urban

schools.” Journal of Curriculum and Supervision. 18, (2): 142

160.

Ingersoll, R. M. (2001). Teacher shortages and teacher turnover: An

organizational analysis. American Educational Research

Journal, 38 (3), 499-534.





124

Isaac, S. & Michael, W. (1995). Handbook in Research and

Evaluation for Education and the Behavioral Sciences (3 rd ed.)

San Diego, CA: EdiTs/Educational and Industrial Testing

Services.

Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods

research: A research paradigm whose time has come.

Educational Researcher , 33 (7), 14-26.

Johnson, S. M., Verg, J. H., & Donaldson, M. L. (2005). Who stays

in teaching and why: A review of the literature on teacher

retention. Retrieved June 20, 2007, from the Harvard

Graduate School Website: http://www.gse.harvard.edu/

June, A. W. (2008). Pipeline to presidencies carries lots of women,

few members of minority groups . Chronicle of Higher

Education, 54 (23), 18.

Klassen, T. R. & Carr, P. D. (1997). Different perceptions of race in

education: Racial minority and White teachers. Canadian

Journal of Education , 22 , 67-81.

Kirby, S. N., Naftel, S., and Berends, M. (1999). Staffing at-risk

school districts in Texas: Problems and prospects.

Washington, DC: Rand.

Litt, M. D. & Turk, D. C. (1985). Sources of stress and

dissatisfaction in experienced high school teachers. Journal

of Educational Research, 78, 178-195.



125

Little, J. W. (1999). Organizing schools for teacher learning. In L.

Darling-Hammond & G. Sykes (Eds.), Teaching as the

learning profession: Handbook of policy and practice (pp. 233-

262). San Fancisco: Jossey-Bass.

Liu, E., Kardos, S. M., Kauffman, D., Peske, H. G., & Johnson, S.

M. (2004). Barely breaking even: Incentives, rewards, and

the high costs of choosing to teach. Project on the Next

Generation of Teachers. Retrieved June 20, 2007, from

http://gse.harvard.edu/

Lortie, D. (1975). Schoolteacher: A sociological study . Chicago:

University of Chicago Press.

Maxwell, J. (2005). Qualitative research design: An interactive

approach . Thousand Oaks, CA: Sage.

Mehan, H., Hubbard, L., Villaneueva, I., & Lintz, A. (1996).

Constructing school success . New York: Cambridge University

Press.

Merriam, S. B. (1998). Qualitative research and case study:

Applications in education Revised and expanded from case

study research in education. San Francisco: Jossey-Bass

Publishers.

Middleton, E. J., Mason, E. J., Stillwell, W. E., & Parker, C.

(1988). “A model for recruitment and retention of minority



126

students in teacher preparation programs.” Journal of

Teacher Education. 39, 14-23.

Mullen, C. A. (1997). Hearing the voices of Hispanic preservice

teachers . Paper presented at the March meeting of the

American Educational Research Association: Chicago, IL.

Murphy, P. J., & DeArmand, M. M. (2003). From the headlines to

the frontlines: The teacher shortage and its implications for

recruitment policy. Retrieved June 20, 2007

http://www.ecs.org/html/Document.asp?chouseid=4740

Nachbaur, A. (2004). “Color blind: Do students learn better from

teachers of their own ethnicity?” Stanford Social Innovation

Review. Retrieved August 21, 2007 from

http://www.ssireview.com/articles/results.php?category=

Management

National Center for Education Information (NCEI). (2006). National

center for alternative certification (NCAC). Washington, DC:

Author. Retrieved June 20, 2007, from

http://www.teachnow.org

National Center for Education Statistics. (2001). The condition of

education 2001. Washington, DC: U. S. Department of

Education.

National Center for Education Statistics. (2007). School choice and

Hispanic dropouts: Brief Analysis . Dallas: Author.

http://www.ssireview.com/articles/results.php?category

http://www.teach/

http://www.teach/

http://www.ssireview.com/articles/results.php?category



127

National Education Association. (1992). Status of the American

public school teacher: 1990-91. Washington, DC: Author.

Ochoa, A. M. (2003). The struggle of access: The achievement

trends of Latino youth in middle and high school. In V. I.

Kloosterman (Ed.), Latino students in American schools:

Historical and contemporary views (pp.47-61). Westport, CT:

Praeger.

Painter, S., Haladyna, T., & Hurwitz, S. (2007). Attracting

beginning teacher: The incentives an organizational

characteristics that matter. Planning and Changing, 38, 108

127.

Quezada, R. L., Galdo, J. J., Russ, P. M., & Vang, A. T. (1996).

Teacher recruitment programs for K-12 students:

Implications for teacher education. Teacher Education

Quality, 23, (4), 85-94.

Recruiting New Teachers. (1993). Teaching’s next generation: A

national study of precollegiate teacher recruitment. Belmont,

MA: Author.

Rosenholtz, S. (1991). Teachers’ workplace: The social organization

of schools . New York: Teachers College Press.

Sarason, S. (1971). The culture of the school and the problem of

change . Boston: Allyn & Bacon.



128

Schwab, R. & Iwanicki, E. (1982). Perceived role conflict, role

ambiguity, and teacher burnout. Educational Administration

Quarterly, 18 (1) , 60-74.

Selye, H. (1974). Stress without distress . Philadelphia: J. B.

Lippincott Company.

Southern Regional Education Board (2003). Spinning our wheels:

Minority teacher supply in sreb states . Retrieved on July 20,

2007, from www.sreb.org.

Spatz, C. (1996). Basic statistics: Tales of distributions . (6th ed.)

Boston, MA: Brooks/Cole Publishing Company.

Su, Z. (1996). Why teacher: Profiles and entry perspectives of

minority students as becoming teachers. Journal of Research

and Development, 29, 117-133.

Talbert-Johnson, C. (2001). The quest for equity: Maintaining

African American teachers in special education. Journal of

Negro Education, 70, (4) , 286-294.

Texas Education Agency. (1994). Texas teacher diversity and

recruitment. (Policy Research Report No. 4). Austin, TX:

Author.

Texas Education Agency. (1997). Academic excellence indicator

system: 1996-97 State Performance Report . Austin, TX:

Author.

http://www.sreb.org/

http://www.sreb.org/



129

Texas Education Agency. (2002). Snapshot 2002 Report: 2001-2002

School District Profiles. Austin, TX: Author.

Texas Education Agency. (2006). SAS Output Report: 2005-2006 .

Austin, TX: Author.

Texas Education Agency. (2007). SAS Output Report: 2006-2007 .

Austin, TX: Author.

Texas Education Agency. (2007). TAKS Information Booklets .

Austin, TX: Author.

U. S. Census Bureau. (1996). Current Population Survey, 1996

[Data file]. Available from U. S. Census Bureau Web site,

Retrieved on July 7, 2006, from http://www.census.gov

U. S. Census Bureau. (2000). PHC-T-1, 2000 [Data file]. Available

from U. S. Census Bureau Web site, Retrieved on July 7,

2006, from http://www.census.gov



Retrieved on February 4, 2008, from http://www.census.gov




U. S. Census Bureau. (2007). Harris County Quick Facts, 2007



http://www.census.gov/












130

U. S. Department of Education, National Center for Education

Statistics. (2002). Statistical Standards , 2002. Washington,

DC: Author.

U. S. Department of Education, National Center for Education

Statistics. (2003a). Digest of Education Statistics, 2002

(NCES No. 2003060). Washington, DC: Author.

U.S. Department of Education, Office of the Secretary. (1998).

Promising practices: New ways to improve teacher quality .

Washington, DC: Author.

Wehrman, J. (2002, February 18). “Few African American teachers

in nation’s classrooms.” The Detroit News . Retrieved June

10, 2007 from

http://www.detnews.com/2002/schools/0202/19/a02

419591.htm

Winter, P. A. & Melloy, S. H. (2005). Teacher recruitment in a

school reform sate: Factors that influence applicant

attraction to teaching vacancies. Educational Administration

Quarterly, 41 (2), 349-372.

Yopp, R. H., Yopp, H. K., & Taylor, H. P. (1992). Profiles and

viewpoints of minority candidates in a teacher diversity

project. Teacher Education Quarterly, 19, (3) , 29-48.





131

APPENDIXES



132

APPENDIX A

IRB APPROVAL



133



134

APPENDIX B

LETTER TO SUPERINTENDENTS



135

September 5, 2008

District SuperintendentSchool DistrictAddressAddress

Dear __________:

This letter is to request permission to conduct research in your schooldistrict. The purpose of the research is to fulfill requirements for aDoctorate Degree in Educational Leadership from Prairie View A & MUniversity.

The title of my research study is “The Impact of Recruitment andRetention of Hispanic Teachers on the Academic Performance of Hispanic Students in Selected Texas Schools.” The research willexplore the recruitment and retention initiatives of teachers as perceivedby Hispanic teachers. This research will involve gathering data fromHispanic teachers in your school district and will not include any schoolage students. The respondents will be composed of a sample of schooldistricts in Texas with at least five percent Hispanic teachers. Theinformation gathered from this research study will be confidential andused for research purposes only. A final copy of the research study willbe available at your request.

The attached confidential survey instrument will be used to gatherinformation for this study. Please review the survey instrument andinform me of your approval. I am also requesting a mailing list of

possible participants or a list of campuses where the survey instrumentmay be distributed by the campus principal to random participants.

All information and collection procedures will be in strict adherence tothe Institutional Review Board (IRB) policy. If you need any furtherinformation, please contact me at (713) 446-6931 or (281) 284-2331.

Thank you for your professional consideration of this matter.

Sincerely,

Robert M. Branch

Graduate StudentPrairie View A & M University



136

APPENDIX C

SURVEY



137

Teacher Recruitment and Retention Initiatives Survey

Background Information

Part One: Please check/list the appropriate response(s) for each item:

1. Gender:

_____ a. Female _____ b. Male

2. Ethnicity _____________________________

3. Country of Origin _____________________

4. Age ______

5. Are you from an immigrant family? _____a. Yes _____b. NoIf Yes, please list how many generation of immigrants (i.e. 1st generation, 2nd generation, etc.). ____________________________

6. Years of teaching experience:

_____ a. 0 – 2 _____ b. 3 – 5 _____ c. 6 – 10 _____ d. 11 – 15 _____ e. 16 – 20 _____ f. 20 +

7.

Grade Level(s) for which you teach: (Check all that apply)

_____ a. 9 _____ b. 10 _____ c. 11 _____ d. 12

8. Highest academic degree earned:

_____ a. Bachelors _____ b. Masters _____ c. Doctorate



138

9. How did you attain your teaching certificate:

_____ a. Through my bachelors degree _____ b. As a part of a graduate degree/program _____ c. I completed an alternative certification

program

10. Who influenced your decision to teach: (check all that apply)

_____ a. elementary teacher _____ b. counselor _____ b. elementary principal _____ d. intermediate teacher _____ e. intermediate principal _____ f. high school teacher _____ g. high school principal _____ h. a member of my family _____ i. friend _____ j. other__________________

11. What subjects have you taught?

____________________________________________________________________ ____________________________________________________________________



139

Recruitment and Retention of Teachers: Motivating Factors

Part Two: The following items represent various factors that influence

the recruitment and retention of teachers. Please rate each factor as youregard its relative degree of encouragement for considering entering and

remaining in your current teaching position. Place the appropriateletter(s) in the space provided to the left of each number. All surveyswill remain anonymous.

Ratings: VE very encouraging D discouraging

E encouraging VD very discouragingN neutral

Recruitment FactorsWhat motivated you to take your current teaching position?

____ 1. Salary ____ 2. Opportunity to help others ____ 3. I needed a job ____ 4. Job Location ____ 5. Family Tradition ____ 6. Signing Bonus ____ 7. Size of District/School ____ 8. Prestige of District ____ 9. Social Status 10.Other___________________

Retention FactorsWhat keeps you in your current teaching position?

____ 1. Salary ____ 2. Opportunity to help others ____ 3. Job Location ____ 4. Professional Development ____ 5. Family Tradition ____ 6. Incentive Pay/Bonus ____ 7. Size of District/School ____ 8. Prestige of District ____ 9. Family Support ____ 10. Administrative Support____ 11. Mentor ____ 12. Community Support ____ 13. Job Security ____ 14. Job Satisfaction ____ 15. Working Conditions 16. Other___________________



140

Part Three: This portion of questions is intended for you to elaborate

and thoroughly explain your responses. This information will remainconfidential and responses will remain anonymous.

1. What do you think about the teaching profession?

2. What factors influenced your decision to teach?

3. How were you recruited into your district?

4. What are the reasons that you choose to remain in the teachingprofession?



141

Hispanic Teacher Recruitment and Retention Initiatives:Questions for District Administrators

Please answer the following questions related to how your districtapproaches the recruitment and retention of Hispanic Teachers.

1. What are the approaches used by your district to recruit Hispanicteachers?

2. What are the approaches used by your district to retain Hispanic Teachers?

3. Which approaches appear to be the most successful in recruitingand retaining Hispanic teachers?

4. What is the value, if any, of increasing the number of Hispanicteachers in your school district?



142

VITA

Name: Robert Marcel Branch

Address: 11515 Burdine St. #502, Houston, TX 77035

Email Address: [email protected]

Education: Louisiana State UniversityB.S. Communication Sciences, 1998Prairie View A&M UniversityM.A. Counseling, 2002Prairie View A&M UniversityM.Ed., Education Administration, 2004

Experience: January 2006-Present

Assistant Principal, Clear Creek Independent School District , League City, TX.

July 2004-December 2005Counselor, Clear Creek Independent School District , League City, TX.

July 2002-July2004

mailto:[email protected]



dr. robert marcel branch, phd dissertation defense, dissertation chair, dr. william allan kritsonis

Documents