Teacher Retention: A Phenomenological Study on the Experiences of White Male Teachers in an Urban Secondary School

The purpose of this transcendental phenomenological study was to discover the commonalities and factors of retention for White male teachers at an urban secondary school. The focus was on the experiences of the White male teachers at an urban secondary school in Virginia. This research is an examination of the experiences and perceptions of White male teachers. The data included interviews, focus groups, and letter writing to fill the gap in literature for teacher retention in urban schools. The research questions included what are the lived experiences of White male teachers in urban secondary schools and why do they choose to work in the urban school setting? In addition, what are the common issues White male teachers share in an urban secondary school and what are the causes for them to stay or leave the teaching profession? The theoretical framework used is social impact theory and self-determination theory. The results of the data provided new literature for teacher retention in the urban school setting. The findings of this study revealed the lived experiences of White male teachers working in an urban secondary school in Virginia had connections to the school, built relationships, incorporated technology in the classroom, and struggled financially. White male teachers also experienced lack of respect from both students and administration, too much cell phone use, chronic absenteeism and tardiness, and student disengagement. Overall, the motivation and causes of why these teachers stay in the teaching field are seeing students succeed and being a positive influence. The motivation of them leaving the teaching profession were not enough pay and student disengagement.