This study investigates the factors influencing turnover among Black male teachers, comparing the experiences of those who are the only Black male teacher in their schools (Loners) to those in schools with multiple Black male teachers (Groupers). Using a phenomenological approach, semi-structured interviews were conducted with 27 Black male teachers across 14 schools. The findings indicate that Groupers were more likely to leave due to challenging working conditions, while Loners, despite experiencing negative interactions with White colleagues, tended to stay. The study suggests that improving interpersonal relationships and retention strategies is crucial for retaining Black male teachers. Read more.
This article examines teacher self-efficacy in social and emotional learning (SEL), particularly by teachers of color, and the conditions that shaped their efficacy beliefs. Data are drawn from surveys with two teacher groups, one comprised of teachers of color and a comparative group that was predominantly white. Surveys were followed by interviews and observations with teachers in each group. Findings showed that teachers of color reported stronger efficacy beliefs in SEL and described practices that centered racial justice. Differences in efficacy are attributed to a social justice learning community that provided efficacy-forming experiences for teachers of color to enact equity-based SEL practices. Read more.