Date

11-13-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alex Oldham

Keywords

retention, educator, African American, urban education

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to explore the lived experiences of retention for male educators in urban public schools in a large metropolitan area in the United States. The theory guiding this study is Herzberg's Motivation-Hygiene Theory, as it offers insights into the intrinsic and extrinsic factors affecting job satisfaction and retention, directly aligning with the focus on understanding what motivates male educators to remain in or leave their teaching positions. The central research question guiding this study is: " What are the lived experiences of retention for male educators in urban public schools?" This study employed a qualitative methodology, using a phenomenological research design to delve deeply into the experiences of the participants. The sample consisted of 10-15 male educators currently or previously employed in urban schools, selected through purposive sampling. The study took place in various urban school settings across a major metropolitan area in the United States. Data collection was conducted through semi-structured interviews, allowing participants to share their experiences in detail. These interviews were audio-recorded, transcribed, and analyzed using thematic analysis to identify common themes and patterns that emerge from the data. The findings of this study were used to contribute to a deeper understanding of the challenges and motivations male educators face in urban schools and how it affect retention. It was found that many of the issues that affect retention can be solved with the support of stakeholders in school systems.

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