An Endangered Profession: Elevating the Lived Experiences of Current and Retired Black Teachers in Georgia to Confront Retention Challenges and Reimagine the Legacy of Teaching

Black teachers have always played a critical role in shaping the educational journeys and cultural identities of students of color, yet their presence in U.S. public schools continues to decline. This study investigates what compels Black/African American educators to remain in the profession despite systemic barriers, racism, and marginalization. It centers the voices of Black/African American teachers in Georgia, a state with a long and complex history of educational inequity. Ten participants, all self-identified Black/African American educators with at least three years of experience, shared their lived experiences through semi-structured interviews, pre-interview surveys, and observational field notes. Participants were recruited through purposeful sampling across professional and advocacy networks. Guided by Critical Race Theory and analyzed through Interpretative Phenomenological Analysis (IPA), the study sought to uncover both challenges and sources of resilience. Findings revealed four key themes: a cultural and spiritual calling to teach, persistent encounters with systemic racism and microaggressions, the importance of mentorship and community, and the transformative impact of representation. Participants emphasized that retention requires more than recruitment; it demands systemic change. This study contributes to the growing body of literature on racial equity in education and provides actionable insights for school leaders, policymakers, and teacher preparation programs. It positions the retention of Black/African American educators not as a diversity effort, but as a justice imperative.