Lead or Leave? Reimagining Leadership Opportunities to Retain Teachers of Color
Bibliographic Data
| ID | 7178571 |
|---|---|
| Authors | Phelton C Mo (corresponding author), Phelton C Moss (0009-0005-5442-0136, Virginia Commonwealth University, corresponding author), Ashley L White (0000-0003-4519-2280, University of Wisconsin–Madison) |
| Year | 2025 |
| Volume | 58 |
| Issue | 1 |
| Publication date | 2025-12-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Urban Review (JOURNAL) |
| Journal identifiers | ISSN: 0042-0972 • E-ISSN: 1573-1960 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11256-025-00785-1 |
| OpenAlex | W7117321885 |
| Language | EN |
| References cited | 17 |
As school leaders across the country contend with persistent staffing challenges, the recruitment and retention of teachers of color has emerged as a critical policy and practice imperative. While existing research has extensively documented the barriers teachers of color face in entering and remaining in the profession, far less attention has been paid to their perceptions of professional advancement and leadership opportunities while in service. This quantitative study examines the leadership aspirations and perceptions of teachers of color, utilizing nationally representative survey data that includes n = 1000 teachers. Findings reveal that while teachers of color overwhelmingly desire opportunities to grow and lead without leaving the classroom, a statistically significant proportion report feeling pressured to exit teaching in order to advance. The study calls for race-conscious, classroom-anchored leadership models that both affirm teachers of color as instructional leaders and serve as a powerful lever for retention in schools that need them most
Collegiality · Educational leadership · Face (sociological concept · Feeling · Order (exchange · Perception · Staffing · Teacher Leadership · Critical Race Theory in Education · Education Discipline and Inequality · Teacher Education and Leadership Studies
Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina
A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.
The Power of Their Presence
Are Effective Teachers Like Good Parents? Teaching Styles and Student Adjustment in Early Adolescence
Truly open to all
Talking (and not talking) about race, social class and dis/ability
To Be Alone or in a Group
From Moral Supporters to Struggling Advocates
Multicultural Matters
Factors Influencing the Career Choices of African American Collegians
| Citation velocity | historical |
|---|---|
| Highly cited | No |