Exploring the Experiences of Black Male Teachers and School Leadership Practices That Influence Retention
Open AccessTeacher retention is a persistent challenge in public school education for school leaders, specifically the retention of Black male teachers. There is limited literature on specific leadership practices that focus on supporting Black male teachers. The purpose of this study was to investigate the lived experiences and identity of Black male teachers. Additionally, perceived leadership practices employed by school principals that influence attrition and retention of Black male teachers were examined. This qualitative research design study involved interviews of 13 current and six former Black male teachers from two districts in Mid-Atlantic states and one district in one Southern state. The study utilized transformative leadership theory and critical race theory as a conceptual framework to understand the lived experiences of current and former Black male teachers related to career transitional decisions. Analysis of the interview data suggests that school leaders who foster transformative workplace environments where Black males are recognized and supported positively influence their retention decisions. Alternatively, interview data suggest that when Black males have limited opportunities to contribute to their school communities in meaningful ways, they are more likely to leave the profession. Implications include recommendations for school districts and policymakers to create programs and initiatives that support the retention of Black male teachers as there are positive effects of having Black male teachers. Additionally, future research should address leadership perceptions of Black male teachers to provide an in-depth analysis of what it means to support Black male educators.
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