Date
10-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
James Swezey
Keywords
resilience, Black teacher, millennial teacher, methods, phenomenology, retention, Black teacher shortage
Disciplines
Education | Educational Leadership
Recommended Citation
Jones, Jameka Tanae, "An Illumination of the Road to Resilience for Black Millennial Teachers as a Means of Addressing the Black Teacher Shortage" (2021). Doctoral Dissertations and Projects. 3214.
https://digitalcommons.liberty.edu/doctoral/3214
Abstract
The purpose of this transcendental phenomenological study was to describe Black millennial teachers’ self-perceived factors of resilience in Virginia public elementary schools. The central question of this study was: “What are the lived experiences that Black millennial teachers ascribe to their resilience in Virginia public school elementary settings?” The theory guiding this study was resilience theory by Masten (2014) which described positive human adaptation through the interplay of individual and contextual risk and protective factors that contributed to resilience. This study followed a qualitative design with a transcendental phenomenological design. A sample with a minimum of 10 participants from Woodrow County Public Schools was confirmed through purposeful sampling through the use of a questionnaire during recruitment. Data collection methods included a journaling protocol, standardized open interviews, and a focus group interview. Data analysis occurred through the Stevick (1971)-Colaizzi (1973)-Keen (1975) method for transcendental phenomenology.
