Date of Award

Spring 5-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Bethany Powers (Chair)

Second Advisor

Clifford Davis

Third Advisor

Megan Blevins

Abstract

The purpose of this qualitative, interpretive study was to explore the perceptions of Black, veteran, in-service teachers regarding recruitment and retention strategies in rural Tennessee K-12 public schools. This study addressed significant racial disparities in the Tennessee education system, where the percentage of Black teachers was notably lower than the percentage of Black students, particularly in rural schools. Data were collected from 20 Black, veteran, in-service teachers using questionnaires and semi-structured interviews to examine the factors influencing their decisions to seek employment and remain in rural districts. Analysis of the data identified three key themes related to Research Question 1 pertaining to recruitment: the importance of focused recruitment efforts, the proximity of work home, and community and school fit. For Research Question 2, I found three additional themes pertaining to retention: the role of competitive salaries and benefits, supportive school and administrative leadership, and positive school environments with strong peer relationships. These findings provided insight into the perceptions and lived experiences of 20 Black educators in rural Tennessee and underscored the need for intentional strategies to improve recruitment and retention efforts. I provided actionable recommendations for policymakers and school leaders to address these disparities and enhance teacher diversity in Tennessee rural districts.

Keywords

Black, In-service, Rural Teachers, Tennessee, Veteran

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