Campus Location
Dallas Campus (Online)
Date of Award
11-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Shawnte Elbert
Second Committee Member or Secondary Advisor
Jennifer Butcher
Third Committee Member or Committee Reader
Lawrence Davenport
Abstract
This study addressed the persistent challenge of retaining Black educators in racially diverse U.S. secondary schools. The specific problem was a knowledge gap regarding how the lived experiences of Black teachers connect their self-efficacy and cultural identity to retention. The purpose of this study was to explore these dynamics to inform the development of more effective support strategies. This qualitative phenomenological study involved semistructured interviews with 10 Black secondary school teachers who had 3 or more years of experience in the Southeastern region of Texas. The researcher analyzed the interview data using a thematic analysis framework to identify patterns of shared meaning. The findings revealed seven key themes. The results indicated that participants’ self-efficacy was built through a relational, identity-informed pedagogy and sustained by adaptive collaboration. While their confidence was constantly challenged by the system, these negative experiences surprisingly created a stronger and more purposeful professional identity. In response, participants found their primary validation in student success, used their cultural identity as a strategic tool for advocacy, cultivated their own support sanctuaries, and were ultimately retained by a profound sense of purpose. The study concluded that for these educators, retention is an active process of professional self-determination, not passive endurance. The findings underscore the urgent need for systemic changes that move beyond a deficit-focused view and instead create affirming, supportive, and just school environments where Black teachers can thrive.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Ward, Cicely Kelly, "Exploring the Influence of Self-Efficacy and Cultural Identity on Black Teacher Retention" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 957.
https://digitalcommons.acu.edu/etd/957