Problem
Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.
Method
This transcendental phenomenological qualitative study explored the voluntary job mobility of eight Teachers of Color who were known for motivating their students to succeed. The study was guided by homophily and transformative learning theories, employing a narrative format to reveal the experiences of these educators and the factors influencing their mobility.
Results
Findings indicate that forming and growing homophily relationships is crucial for retaining novice teachers struggling to establish stability in their careers. Additionally, viable transformative processes and strategies can support their transition from becoming teachers to being teachers, increasing retention rates.
Conclusions
This study contributes to the broader discourse on teacher turnover and retention in U.S. schools. It offers recommendations for educational leaders and teacher educators in Teacher Preparation Programs seeking to improve retention practices. Suggestions for novice Teachers of Color at the beginning of their careers are also provided.
","abstract_html":"<p>Problem</p> <p>Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.</p> <p>Method</p> <p>This transcendental phenomenological qualitative study explored the voluntary job mobility of eight Teachers of Color who were known for motivating their students to succeed. The study was guided by homophily and transformative learning theories, employing a narrative format to reveal the experiences of these educators and the factors influencing their mobility.</p> <p>Results</p> <p>Findings indicate that forming and growing homophily relationships is crucial for retaining novice teachers struggling to establish stability in their careers. Additionally, viable transformative processes and strategies can support their transition from becoming teachers to being teachers, increasing retention rates.</p> <p>Conclusions</p> <p>This study contributes to the broader discourse on teacher turnover and retention in U.S. schools. It offers recommendations for educational leaders and teacher educators in Teacher Preparation Programs seeking to improve retention practices. Suggestions for novice Teachers of Color at the beginning of their careers are also provided.</p>","abstract_has_math":false,"creators":["Trott-Smith, Dollene"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Educational Leadership PhD","degree_department":null,"school":null,"contributors":["Duane Covrig","Janet Ledesma","Mary Meade-Montaque"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T00:54:19Z","subjects":["Mobility","Teachers of Color","Seventh-day Adventist Schools","Teacher Turnover","Attrition","Retention","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1848","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Duane Covrig","Janet Ledesma","Mary Meade-Montaque"]},{"key":"dc:creator","label":"Author","values":["Trott-Smith, Dollene"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-11-12T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership PhD"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mobility","Teachers of Color","Seventh-day Adventist Schools","Teacher Turnover","Attrition","Retention","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1848"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.
Method
This transcendental phenomenological qualitative study explored the voluntary job mobility of eight Teachers of Color who were known for motivating their students to succeed. The study was guided by homophily and transformative learning theories, employing a narrative format to reveal the experiences of these educators and the factors influencing their mobility.
Results
Findings indicate that forming and growing homophily relationships is crucial for retaining novice teachers struggling to establish stability in their careers. Additionally, viable transformative processes and strategies can support their transition from becoming teachers to being teachers, increasing retention rates.
Conclusions
This study contributes to the broader discourse on teacher turnover and retention in U.S. schools. It offers recommendations for educational leaders and teacher educators in Teacher Preparation Programs seeking to improve retention practices. Suggestions for novice Teachers of Color at the beginning of their careers are also provided.
"]},{"key":"dc:title","label":"Title","values":["Stories of Seventh-day Adventist Teachers of Color and their Voluntary Job Mobility During their Early Years of Teaching"]}]}],"canonical_facts":{"dc:contributor":["Duane Covrig","Janet Ledesma","Mary Meade-Montaque"],"dc:creator":["Trott-Smith, Dollene"],"dc:date.available":["2025-11-12T08:00:00Z"],"dc:description.abstract":["Problem
Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.
Method
This transcendental phenomenological qualitative study explored the voluntary job mobility of eight Teachers of Color who were known for motivating their students to succeed. The study was guided by homophily and transformative learning theories, employing a narrative format to reveal the experiences of these educators and the factors influencing their mobility.
Results
Findings indicate that forming and growing homophily relationships is crucial for retaining novice teachers struggling to establish stability in their careers. Additionally, viable transformative processes and strategies can support their transition from becoming teachers to being teachers, increasing retention rates.
Conclusions
This study contributes to the broader discourse on teacher turnover and retention in U.S. schools. It offers recommendations for educational leaders and teacher educators in Teacher Preparation Programs seeking to improve retention practices. Suggestions for novice Teachers of Color at the beginning of their careers are also provided.
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1848"],"dc:subject":["Mobility","Teachers of Color","Seventh-day Adventist Schools","Teacher Turnover","Attrition","Retention","Elementary and Middle and Secondary Education Administration","Elementary Education and Teaching","Secondary Education and Teaching"],"dc:title":["Stories of Seventh-day Adventist Teachers of Color and their Voluntary Job Mobility During their Early Years of Teaching"],"thesis:degree_discipline":["Educational Leadership PhD"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:54:19Z"}