Leave, Move, or Stay? An Examination of Retention Factors Among Novice Dual-Certified Teachers of Color

Abstract

Novice teachers of Color (TOC) leave the profession at higher rates than their White peers, often due to inadequate preparation, poor working conditions, and racialized school climates. Guided by Bronfenbrenner’s ecological systems theory, this study investigates how structural factors influence the decisions of novice dual-certified TOC who leave, move, or remain in the profession. As part of a larger research project, in this quantitative study, we surveyed 17 participants who completed a dual general and special education undergraduate program at a Historically Black College and University (HBCU). Through our analysis we identified four primary drivers of retention: educator preparation; mentorship; administrative and district support; and diversity, equity, and inclusion. Findings provide empirical evidence that novice dual-certified TOC navigate unique challenges and supports that influence their professional trajectories. Implications emphasize the importance of educator preparation, intentional mentorship, and systemic reforms at school and district levels, with recommendations for future research to address teacher attrition and retention.