RETENTION OF BLACK MALE PUBLIC ELEMENTARY SCHOOL TEACHERS IN NORTH CAROLINA

This qualitative study examined the experiences and perceptions of four Black male public school elementary teachers working in a large urban school district in North Carolina and focused on the factors motivating them to remain in the profession. The researcher explored elementary school teachers because more males teach in middle and high schools. Over the past decade, investigators have documented many recruitment efforts to increase the presence of Black male teachers working in our schools. Yet, retention for this group, especially at the elementary level, continues to be a pressing issue. Before the pandemic, Black male teacher representation was two percent nationwide. Since then, Black male teacher representation was 1.3 percent and is expected to decrease further. The likelihood of a male teacher of color leaving the teaching profession was 50% higher than a female teacher of color (Bristol, 2020a). For this case study, the data source included a semi-structured, one-on-one virtual interview with four Black male elementary school teachers in North Carolina. Results from this study indicated that the participants perceived support from colleagues, administrators, state leaders, and their families would contribute to their decision to remain in the teaching profession. They also indicated that professional development can foster individuality and growth. Principals who strategically created spaces for Black males to contribute meaningfully to the school decision-making process and network with other professionals in and outside the school building influenced their decisions to stay. Participants were concerned for the future regarding retaining this group of teachers. They emphasized that teacher pay and leaders putting them into the role of disciplinarians, instead of valuing their skills as instructional leaders, continued to be a deterrent for them.