Date of Conferral

3-19-2025

Date of Award

March 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

Teacher retention remains a persistent challenge in the field of education, with teachers of color (TOCs) experiencing disproportionately higher attrition rates compared to their White counterparts while affect schools nationwide, particularly in high-need areas. The purpose of this qualitative study was to investigate why TOCs left their teaching positions in Virginia. This study was grounded in job demands-resources theory and focused on the significance of the demands and available resources within a workplace. For this basic qualitative design, eight former TOCs that had at least 3 years of experience in a suburban district in Virginia participated in semi structured interviews. Thematic coding indicated that TOCs left the profession due to factors such as lack of training support, student behavioral challenges, principal turnover, and lack of recognition from leadership. study's The results have the potential for social change by providing improvements which will create effective educational induction programming and robust support Virginia for TOC, ultimately benefitting the students, especially students of color.

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