Retaining black teachers in public schools

In US public schools, the shortage of teachers of African descent specifically, and teachers of color more generally, is a long-lasting and worsening problem that has severe, detrimental effects on students (Achinstein, Ogawa, Sexton, & Freitas, 2010). This shortage of Black teachers is driven in part by the high turnover that exists among teachers of African descent, much of which is precipitated by the poor working conditions they experience in the schools (S. H. King, 1993). In this study, I address this topic by analyzing observational data from a nationally-representative sample of approximately 1,600 Black teachers who participated in the Schools and Staffing Survey (SASS, 2007-2008). I address three descriptive research questions, using the method of structural-equation modeling. First, I ask whether there are higher rates of retention among teachers in schools where more positive interpersonal bonds exist between the teachers and their principals, colleagues, and students. Second, I ask whether racial-match influences the quality of interpersonal bonds between the teacher and the principal of the school. Finally, I ask whether Black teachers who are of the same race (racially-matched) as their principal have higher one-year retention rates. I had three main findings. First, I found that the odds that teachers would stay at a particular school the next year, rather than move to a different school, were much higher if the teachers perceived that there was a supportive principal and a culture of collegiality. Second, the odds that teachers would stay at a particular school, rather than leave the profession, were associated with both positive perceptions of student engagement and high job satisfaction. Third, the odds that a Black teacher would stay at a particular school the next year, rather than move to a different school, were higher if there was racial match between the teacher and her or his principal. I believe that my work has implications for principals and district leaders who seek to improve retention by overcoming one of the barriers--weak interpersonal bonds--that may be driving Black teachers to seek other schools.