Exploring the Experiences of Black Male Teachers and School Leadership Practices That Influence Retention

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Fugitive Pedagogies and Black Educational Methodologies

Abstract

Teacher retention is a persistent challenge in public school education, particularly for Black male teachers. This qualitative study investigated the lived experiences and identity of Black male teachers and examined perceived leadership practices employed by principals that influence attrition and retention. Participants included 13 current and six former Black male teachers from three districts in the Mid-Atlantic and Southern U.S. Grounded in transformative leadership theory and critical race theory, the study explored how leadership shaped career decisions. Findings suggest that school leaders who foster transformative environments where Black males are supported and recognized positively influence retention. Conversely, when opportunities to contribute meaningfully are limited, Black male teachers are more likely to leave. Implications include recommendations for policies that support retention.

Author

• Micah Andre Pate, Prince George's County Public Schools