Why Teachers Stay? A Narrative Inquiry of the Lived Experiences of Black Teachers Who Decide to Remain in an Urban School District in Southern California
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2021
Abstract
The purpose of this research study was to explore the lived experiences of Black teachers who were employed in an urban school district in Southern California. This study focused on teachers who made the decision to remain at their current school in their current teaching position. The findings from this research inquiry can provide district-level and campus-level leadership insight into the lived experiences of Black teachers and what dynamics contribute to their decisions to remain in their current positions within this school district. These personal stories can inform strategies to develop or improve targeted recruiting and retention efforts of Black teachers, generate professional development and continuing education opportunities, cultivate Black teacher resilience, and create sustainable career pathways. In an effort to capture the experiences and perceptions of Black teachers employed in an urban school district in Southern California, the narrative inquiry research method was utilized to elicit their stories.
Advisor
Nathan R. Templeton
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Lawton, Danielle Renee McNeil, "Why Teachers Stay? A Narrative Inquiry of the Lived Experiences of Black Teachers Who Decide to Remain in an Urban School District in Southern California" (2021). Electronic Theses & Dissertations. 535.
https://digitalcommons.tamuc.edu/etd/535
