The diploma thesis consists of an analysis of the secondary education in the Czech Republic in relation to the demand for the labor force of the labor market. The main aim of the thesis is to identify whether the structure of secondary school graduates who enter the labor market corresponds with the structure of the demand for a labor. The basic terms and concepts of education and labor market and basic characteristics of the selected regions are mentioned in the theoretical part of the thesis. In addition the basic legislation and strategic documents related to education are described in the theoretical part. The practical part of the thesis is focused on analysis of the number and structure of secondary schools graduates and the number of vacant positions in selected regions of the Czech Republic. For the purposes of the analysis the data from years 2006-2011 in South Bohemia, South Moravia and Moravian-Silesian Region will be used.

The purpose of this study was to examine the perceptions of Black teachers regarding their decision to teach and the satisfaction with their work experiences in predominantly White K-12 schools. A total of 118 teachers who were identified as Black and as employees of a predominantly White school were invited to complete a survey via email. A total of 56 did in fact respond. Of that 56, only 51 respondents provided enough usable data (which is defined as a survey completed in full). The data, which came from a Perceptions Survey, meant to report levels of job satisfaction as it relates to perceptions of work experiences. The primary research question was: What are the perceptions of Black teachers regarding their satisfaction with their work experiences in predominantly White K-12 schools? The subsequent sub-question was: How do those work experiences impact Black teachers’ decision to continue teaching, be promoted from teaching, or recommend a career in teaching to other Black people? The independent or predictor variables were: spirituality, cultural acceptance, interracial relationships, intra-racial relationships, mentoring, and advancement opportunities. The dependent variable was: job satisfaction. A bivariate correlation analysis was used to determine if the predictor variables should be grouped as components using their variance scores. The variance scores did indeed indicate the need to group the predictor variables as components. Those components were named as relationships, oppression, and mindset. The component named oppression had a significant correlation with job satisfaction. Overall the findings indicated that a large percent of Black teachers in predominantly White schools are not satisfied with their job. Further research about the job satisfaction of Black teachers is recommended because of the growing need to recruit and keep Black teachers in our schools.