The perception of high school administrators on their efficacy to retain Black, Indigenous, and Teachers of Color in majority-White school settings

Cook, Jerry

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https://hdl.handle.net/2142/122012 Copy

Description

Title

The perception of high school administrators on their efficacy to retain Black, Indigenous, and Teachers of Color in majority-White school settings

Author(s)

Cook, Jerry

Issue Date

2023-11-29

Director of Research (if dissertation) or Advisor (if thesis)

Herrmann, Mary

Doctoral Committee Chair(s)

Herrmann, Mary

Committee Member(s)

• Li, Jessica
• Roegman, Rachael
• Flores, Osly

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• administrators
• teachers
• race
• retention
• teachers of color

Abstract

Schools, already facing a lack of diversity and a teacher shortage, must do better in retaining Black, Indigenous, and Teachers of Color (BITOC); however, how do school administrators in primarily White schools who evaluate teachers perceive their ability to effectively support and retain teachers of color? The research literature on teacher retention indicates that teachers of color identify the behaviors of the principal as the most essential determinant for whether they stay or leave. The literature suggests that teachers of color are likelier to stay if their principals demonstrate a commitment to social justice and racial equity. This study is a qualitative research study designed to identify administrators’ perceptions of what leadership behaviors they believe positively impact the retention of BITOC and their ability to display those same behaviors. This study utilized semi-structured interviews to collect data from 10 school administrators currently evaluating teachers in the suburbs of a large midwestern city. Transcripts from the interviews were analyzed using the frameworks of critical race theory and culturally responsive school leadership to help the researcher identify themes to better understand administrators’ perception of their behaviors and ability to positively impact the retention of Black, Indigenous, and Teachers of Color. Findings from this study can help principal preparation programs and school districts identify training opportunities to help school administrators feel more comfortable addressing the needs of their BITOC staff, therefore effectively retaining teachers of color.

Graduation Semester

2023-12

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Jerry Cook

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