Date Approved

7-16-2018

Embargo Period

7-17-2018

Document Type

Thesis

Degree Name

MA Higher Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Sisco, Burton R.

Committee Member 1

Walpole, MaryBeth

Keywords

Black Education, Black Teachers, Elementary Education, New Jersey, Retention

Subject(s)

African American men; African American teachers

Disciplines

Higher Education | Teacher Education and Professional Development

Abstract

The purpose of this study was to investigate the experiences of Black male teachers in the K-8 teaching profession in Atlantic and Essex counties in New Jersey and their recommendations to increase hiring and retention in the teaching profession. This study implemented a qualitative approach by interviewing 12 participants from Essex and Atlantic Counties in New Jersey who identified as Black male teachers. Teacher success depends on a variety of factors that can have both a positive and negative influence on a teacher's ability to stay motivated and succeed in the profession. Knowing the motives and experiences that influenced Black male teachers to enter the teaching profession is necessary. However, the current low numbers of Black male teachers hinder the amount of information and experience to be discussed and shared on how they perceive themselves and are motivated to stay. Through content analysis of the data, findings suggested that Black male teachers entering the profession want to make a difference in their community and mentor young Black students. Through content analysis the responses further suggested that both local school districts and colleges must create new programs to build the popularity of the teaching profession. Findings further reported that Black male teachers who are supported by their administration were more prone to stay and continue on in the teaching profession.

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