This dissertation presents a framework for investigating how school level phenomena may influence African-American teacher retention, attrition, and mobility in K-12 contexts. I argue that prevalent assumptions and inadequate data concerning the state of black educators have inhibited thorough investigation of minority employment trends in K-12 public schools. Building from the work of Richard Ingersoll, this analysis offers an abbreviated statistical methodology for exploring these issues. The 1999-2000 versions of the Schools and Staffing Survey (SASS) and the 2000-01 Teacher Follow-Up Survey (TFS) are used as a basis for the analysis. Collected every few years, SASS and TFS are the nation's largest sample surveys of America's elementary and secondary schools. Produced by the National Center for Educational Statistics, the databases are appropriate because they include data reflecting public and private school teacher demand and shortage, district hiring practices, teacher and administrator characteristics, school programs, and general conditions in schools. Outcomes suggest that African-American teacher turnover and satisfaction have significant relationships with the resources, disciplinary support, and decision-making power offered in a given school environment. Countering prevailing assumptions, outcomes suggest that black teacher turnover may be more influenced by the organizational conditions than school demographics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]