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Advances in Social Sciences Research Journal – Vol. 11, No. 1

Publication Date: January 25, 2024

DOI:10.14738/assrj.111.16313.

Anucha, H. (2024). Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher

Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America.

Advances in Social Sciences Research Journal, 11(1). 128-153.

Services for Science and Education – United Kingdom

Empowering Urban Educational Leadership: Exploring the

Nexus of Educational Leadership, Teacher Compensation,

and Socioeconomic Equity in an Urban School District in a

Mid-Atlantic State in the United States of America

Hyacinth Anucha

ABSTRACT

This study examined teacher leadership, the intricate interplay of culture,

education, and the college board race gaps in SAT scores, and their collective impact

on academic performance within the Baltimore City Public Schools. The study

specifically explored the correlation between teacher salaries and academic

achievement while considering persistent factors such as poverty, which

consistently hindered academic success for predominantly Black and Brown

students, as many seasoned teachers are exiting and too few are joining the

profession. Ineffective leadership and inadequate teacher compensation,

compounded by the challenges of poverty, were identified as major contributors to

below-average academic performance in the urban public school system.

Emphasizing teacher salaries, the research highlighted the linear relationship

between salary increases and the growing issue of poverty among educators when

adjusted for inflation. The meta-analysis conducted underscored the pivotal role

played by effective leadership and quality education in enhancing student

achievement and fostering socioeconomic growth. The study contended that

educational and teacher leadership at the intersection of culture is imperative for

adapting to 21st-century economic, technological, and societal transformations.

The findings underscored the importance of addressing socioeconomic disparities

among educational leaders to improve academic outcomes in urban public schools.

Achieving fair compensation, resource accessibility, and fostering professional

growth are crucial for attracting and retaining excellent educators, thereby creating

an ideal learning environment for all students. The research provided a

comprehensive framework for evidence-based parameter estimations in

computational modeling, providing informed strategies to address challenges in

urban public-school systems.

Keywords: Educational Leadership, Teacher Salary, Public School Performance, Social

Economic Factors, and Urban Education.

ARGUMENTS ADVANCED

The primary purpose of education is to actively propel society towards greater progress and

enlightenment, employing scientific approaches to address human challenges and issues. In the

21st century, effective leadership in education and teaching is essential for adeptly adjusting to

economic, technological, and societal transformations to ensure this mission is effectively

fulfilled.

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Anucha, H. (2024). Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and

Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America. Advances in Social Sciences Research

Journal, 11(1). 128-153.

URL: http://dx.doi.org/10.14738/assrj.111.16313

CLAIMS OF SIGNIFICANCE

Responding to impactful educational leadership at the crossroads of the economy and public

education involves adopting innovative fiscal management strategies to promote equal access

to an enhanced quality of life, effective teaching, learning, and the attainment of rigorous

academic standards. To genuinely achieve the objectives of public education, effective

leadership and prioritizing teacher remuneration are crucial in the 21st century and beyond.

INTRODUCTION

Educational leadership has a primary responsibility to empower citizens and school systems,

promoting continuous growth in life intelligence and disciplinary habits to facilitate the

acknowledgment and dissemination of truth in any community. In Baltimore, Maryland, an

ongoing discussion in recent years has explored the potential correlation between per-pupil

expenditure and academic achievement within the public school system. Throughout 2022 and

2023, Maryland consistently held the 9th position among states with competitive teacher

salaries (National Education Association (NEA), 2023a, p.3). Despite increased funding

measures, there is a decrease in students pursuing teaching, and experienced public-school

teachers are leaving the profession (Maryland State Department of Education, (MSDE), 2022a).

Moreover, racial disparities, including a predominance of white teachers instructing

predominantly Black and Brown pupils present challenges for some students of color in

Maryland's public school system. Despite increased funding in Maryland, numerous students

struggle to meet yearly advancement and standardized test benchmarks such as the ACT and

SAT (CollegeEvaluator, 2022; Brown, 2022). To tackle these challenges, educational leaders

should prioritize teacher remuneration, certification, and update programs, and curricula,

while superintendents must ensure a safe, nurturing environment for academic success

(Uwakonye et. al., 2020). However, students are still not attaining high academic standards,

raising questions about the correlation between socioeconomic factors and public-school

performance in Baltimore. This research examined factors such as teacher compensation,

culture, and race influencing Baltimore's public-school performance.

Addressing socioeconomic equity among teachers is crucial for improving educational

achievement in urban public schools (Organization for Economic Co-Operation and

Development, (OECD), 2023). Economic challenges faced by teachers can impact their job

satisfaction, morale, and overall effectiveness in the classroom. To enhance educational

outcomes, it is essential to ensure fair compensation and provide necessary resources and

professional development opportunities for teachers. This approach will not only attract and

retain high-quality educators but also create a conducive learning environment for students.

Additionally, fostering a culture of equity and inclusivity within schools would help bridge

achievement gaps and provide students with a more equitable education, regardless of their

socioeconomic background (OECD, 2012). By prioritizing the well-being and professional

development of teachers, educational leadership can play a pivotal role in transforming urban

public schools into thriving centers of learning and achievement while preparing all students

for a continuously changing world.

Statement of the Problem

In urban public-school districts, teachers face a dual challenge of declining compensation and

decreasing student performance, raising concerns among educational leaders. The issues

encompass inadequate teacher salaries, a diminishing number of new teachers completing

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 1, January-2024

Services for Science and Education – United Kingdom

preparation programs, and below-average academic achievements among students. García and

Weiss (2019) emphasized the longstanding problem of teachers being underpaid compared to

professionals in other sectors, particularly in high-poverty schools, intensifying over the past

two decades. This income disparity is a critical concern in addressing the shortage of teachers,

especially in high-poverty schools, necessitating attention to working conditions and

associated factors.

Between 2008-09 and 2018-19 academic years, the completion of teacher-education programs

dropped by nearly 30%, with traditional programs experiencing a 35% decline and alternative

programs also seeing significant reductions (Will, 2022a, p. 2). Moreover, the impact of the

COVID-19 pandemic has led to a notable increase in experienced teachers resigning,

exacerbating the shortage of replacements amid rising education expenditures. Concurrently,

there is a consistent decline in enrollment in teacher preparation programs, with Maryland

witnessing a significant 33% reduction since 2012, particularly affecting regions grappling with

persistent poverty, socioeconomic challenges, high crime rates, and low academic achievement,

as reported by the Maryland State Board of Education (MSBE, 2022a, p.4).

Purpose of the Study

The aim of this research was to investigate the link between reduced teacher salaries and

students’ academic performance within the Baltimore City Public School system. This

investigation took into account the impact of persistent socioeconomic factors, particularly

poverty, as enduring elements that contribute to lower academic achievements.

Conceptual Frameworks

A conceptual framework serves as a tool that enables researchers to formulate their findings

while delineating the variables applicable to their investigation and the relationships between

them (Svinicki, 2010; Ravitch & Riggan, 2017). Within the context of this research, the

conceptual framework plays a pivotal role in initially identifying and subsequently elucidating

the researcher's cognizance, priorities, and concerns as the core elements of the study

(Chalawila et al., 2022; Ravitch & Riggan, 2017). It further facilitates the establishment of

connections between these values, criteria, and variables with the diverse influences and

factors impacting the research (Miles et al., 2014). In the course of this study, the conceptual

frameworks harnessed encompassed supply and demand, attrition, and economic theories.

These frameworks served the purpose of conveying the researcher's values, variables, and

discoveries in a meaningful and structured manner (Brown & Jacobsen, 2016; Farrow et al.,

2021).

Supply and Demand Theory, Attrition Theory, and Economic Theory

Teacher shortages in schools can be attributed to a combination of factors, and they are not

necessarily explained by a single educational theory. Instead, several educational theories and

broader societal factors contribute to the issue. Here are some key theories and factors that

help explain teacher shortages:

Supply and Demand Theory:

This economic theory suggests that teacher shortages occur when there is an imbalance

between the supply of qualified teachers and the demand for their services