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Leaving to Fit In: School Leadership, Peer Teacher Relationships, and Turnover Among Teachers of Color in New York City

Disparate turnover among teachers of color remains a persistent educational challenge, yet little research explores the link between school leadership, peer teaching staff, and turnover disparities. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find teachers are less likely to exit when their principal and a higher share of peer teachers are of the same race/ethnicity, with Black teachers having especially lower transfer rates with a higher share of Black peer teachers. However, results suggest school leadership style and positive teacher relationships are not differentially associated with turnover for teachers of color. We conclude with a discussion of implications.

Keywords
Teacher Research • Teacher Characteristics • Retention • Race • Principals • Survey Research • Regression Analyses
Education level
Document Object Identifier (DOI)
10.26300/5cpp-z477

EdWorkingPaper suggested citation:

Rodriguez, Luis A., Julie Pham, and Briana K. Gonçalves. (). Leaving to Fit In: School Leadership, Peer Teacher Relationships, and Turnover Among Teachers of Color in New York City. (EdWorkingPaper: 22-547). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/5cpp-z477

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