Early Career African American Teachers and the Impact of Administrative Support

Abstract

This study examined the mobility trends of African American public-school teachers. Guided by the integration of critical race theory and organization theory, this study used longitudinal data from the National Center for Education Statistics to explore how race and organizational climate predict African American teacher mobility. Using a quantitative descriptive study with logistic regression to determine which characteristics impact African American early career teachers’ decision to stay in the profession, findings suggest alarming trends in African American teacher mobility and opportunities for school leadership to have a greater role in retaining African American early career teachers.