To See and Be Seen: Factors Influencing the Retention of Black Teachers

This phenomenological research study explores the factors influencing the retention of Black teachers in a large urban school district in the post-COVID-19 era. Black teachers play a critical role in improving educational outcomes, yet their retention remains a persistent challenge exacerbated by pandemic-related stressors. Through focus groups and individual interviews, this research centers the lived experiences of Black teachers to explore their motivations for remaining in the profession, despite enduring systemic and interpersonal racism, inadequate pay, and burnout. Findings reveal that Black teachers are driven by a profound sense of responsibility towards Black students, striving to provide representation and to embody visibility—to see and to be seen. Grounded in Critical Race Theory, this study highlights how systemic racism intersects with generational wealth and professional identity to shape retention decisions. The findings call for targeted initiatives that leverage the perspectives of Black teachers to build a diverse and resilient workforce.