Date of Award
Fall 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Sydney Brown
Abstract
Black male teachers have been underrepresented in K–12 classrooms since integration in the United States. This mixed methods exploratory sequential study investigated the recruitment, retention, and motivation of Black male teachers. The foundation of Maslow’s (1943) Hierarchy of Needs, Herzberg’s (1959) Two-Factor Theory, and Bell’s (1980) Critical Race Theory guided the investigation of the psychological, structural, and social-cultural variables that affect the experiences and retention of Black males in education. The quantitative phase examined survey data to determine patterns aligned with job satisfaction, motivation, and retention. Subsequently, the qualitative phase explored the individuals lived experiences through interviews that offered insights into systemic barriers and supports that affect longevity in the profession. The study determined that intrinsic motivators such as student achievement, feelings of gratitude, and a strong sense of purpose are keys to retention. Participants expressed how being a Black male in their school environment motivated them to act as mentors and role models for students of color, especially Black boys. The study concludes with recommendations for school leaders, district leaders, and policymakers to apply culturally responsive practices, mentorship for Black males, and equity-driven policies that improve recruitment efforts and ensure the retention of Black males in the profession.
Recommended Citation
Brame, Ann M., "The Recruitment, Retention, and Motivation of Black Male Teachers in K-12 Schools: A Perception Study" (2025). Doctor of Education Dissertations. 264.
https://digitalcommons.gardner-webb.edu/education-dissertations/264
Creative Commons License
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