A Call To Action: Black Male Educators! It is Your Time: A Mixed Methods Study on Beginning Black Male Educator’s Experiences in Teacher Preparation Programs, Preparedness, and Opportunities for Retention

Abstract The purpose of this sequential explanatory mixed method study was to understand the beginning Black male teachers’ (BMT) preparedness, perceptions of the pre-service experience, and give opportunities for retention for Teacher Education Programs. The significance of this study was to fill the significant void in research, understand the preparedness of African American male students through a teacher preparation program, and to understand the beginning teachers' preparedness and the ability to fully execute their roles as a classroom teacher. This study used a sequential explanatory mixed method design which included survey collection and in-depth interviews to explore the critical lived experiences of the participants. The quantitative data was collected from 104 Black Male Educators. The data content validity was checked with the Pearson r 2-tailed correlation. Qualitative data was collected from the interviews of five (5) beginning Black Male Educators. The researcher interpreted the statements from the interviews and conducted an analysis revealing codes and themes. Four major themes emerged from the data, which were: (1) Self-Efficacy, (2) Teacher Preparation Programs are effective, (3) Family Dynamics and Socioeconomics play a critical role, and (4) Representation of Black Men Matters. The conclusions specified that Teacher Preparation Programs are effective in the trajectory of Black male educators. However, the findings revealed that the further Black male educators move away, in time, from their programs, the less they it as a factor in their effectiveness. The findings revealed that there was a significant relationship between the beginning African American male educator and their preparedness by their Teacher Preparation Program. The findings additionally show that the further the beginning Black Male Educator moves away from their program, the least impact it has on their level of preparedness to fulfill their role. The study revealed several recommendations for practice and research that would improve the lived experiences of Black male educators including mentorships in Teacher Preparation Programs, Partnerships amongst Teacher Preparation Programs and School districts, and Empowerment and Continual Support of Black Male Educators. The participants responses provide a framework for Teacher Preparation Program stakeholders, current administrators, and district-level staff recruiters to follow.