How School Leaders In Title I Schools Develop, Influence, and Retain Black Teachers

Abstract

The purpose of this qualitative case study was to explore the practices of school leaders (SL) in Title I schools in developing, influencing, and retaining Black teachers (BT) at their current school site. Although exit surveys and research clarify reasons why teachers leave their positions, what remains unknown are the specific practices school leaders implement to develop, influence, and retain BT. Therefore, the aim of this study was to determine how SL in Title I develop, influence, and retain BT at their current school site. The review of literature included (a) Critical Race Theory (CRT) as the theoretical lens; (b) several historical events that influenced the shortage of BT; (c) key ideas supporting the importance to why BT matter; (d) strategies used to promote BT talent and acquisition; (e) reasons explaining BT’s flight from the teaching profession; and conclude with (f) a review of SL’s leadership influence on BT’s development and retention. This qualitative multiple case study involved individual semi-structured recorded Zoom interviews, a focus group, and three teacher handbooks as an artifact. The purposeful sampling size was 12 participants from 12 different Title I schools across five different Colorado school districts. The main themes found were Leadership Development for BT, Influences of Success for BT, and Retention Supports for BT. The proposed solution - The Inclusive School House Project - addressed the need for school leaders to embark on deliberate actions to increase BT retention in Title I or high poverty schools, through transformational leadership and culturally responsive leadership to increase the number of teachers of color to match the demographics of schools. Keywords: Black teacher development, influences of success, retention supports, school leadership, Title I