Abstract
This paper explored the perceptual differences between White and non-White teachers among the four Census regions of the United States within the first five years of teaching on the working conditions in their schools using secondary data collected from the 2007-2008 Schools and Staffing Survey Teacher Questionnaire conducted by the National Center for Education Statistics. These perceptual differences were further examined to determine the likelihood of staying in the teaching profession. Statistical differences were found for Collegiality in the Northeast, Job Demands in the Midwest, and Control over Classroom Materials in the South. The factors used to determine the likelihood of staying in the profession were found to be Job Demands and Negative Attitudes of teachers towards their working conditions. Regionally, differences were found for the factors of Classroom Control, Materials Control, Collegiality, Student Absenteeism, Socioeconomic Factors, and Negative Attitudes for White teachers and for non-White teachers, Collegiality was statistically different.