A Profession Worth Fighting for: What’s Getting in the Way of What I’m Purposed for? An Autoethnography of a Black Teacher’s Lived Experience Educating in Georgia

Abstract

The purpose of this qualitative autoethnography is to explore the relationship between the teacher evaluation process and the underlying attrition factors of Black teachers in a K–12 public school setting. The problem that this seeks to address is the high attrition factors of Black teachers in a K–12 setting in the United States, precisely, how the modern teacher evaluation system lacks the holistic value of teacher identity concerning race and contributes to attrition rates. The researcher used self-narrative, reflexivity, and dialogue to put the self at the center of cultural analysis and document a narrative that is otherwise absent in the mainstream research literature. Exploring the relationship between a Black teacher’s lived experiences with evaluation and her willingness to stay in the profession occurred via two research questions: (1) How did one Black teacher experience and navigate the formal teacher evaluation process? (2) How did the formal teacher evaluation process affect one Black teacher, specifically the desire/willingness to remain in the teaching profession? Black liberation theory contributed substantially to this study since its collaboration with critical race theory allowed the examination of the phenomenon to illuminate the punitive nature of the teacher evaluation process. The findings highlight the paramount importance of integrating critical race theory into educational explorations for better comprehension of the intersectional experiences of Black female educators when undertaking the prescribed evaluation process. The findings underscore the need to explore how race, gender, and other identity factors intersect to shape teachers' experiences and outcomes. Therefore, this study amplifies the voices and experiences of Black teachers, aspires to create more inclusive and supportive educational environments, and empowers Black teacher and teachers of color to fulfill their calling and nurture holistic expressions among all stakeholders