About Teacher Diversity and Leadership

Research has shown that teacher diversity is critical for fostering inclusive and equitable educational environments. A diverse teaching workforce benefits all students, especially students of color. Teachers of color not only tend to hold higher academic expectations for students of color, but they also serve as role models, offering representation that affirms and validates students’ identities, experiences, and histories. Despite this, the number of teachers of color has not kept pace with the growing number of students of color in P-12 schools. In NYCPS, where students of color comprise over 80 percent of the study body, only 40 percent of educators are teachers of color. 

Teacher leadership has the potential to contribute to more equitable and supportive educational environments for students and teachers alike. Teacher leadership is defined through an assortment of roles that extend beyond the classroom, including supporting the professional learning of peers, influencing school policy/decision-making, and enhancing the capacity of teachers and school leaders to advance student learning. Scholars have noted that teacher leadership may enhance the overall school climate and improve teacher hiring and retention practices. 

About the Study

This project aims to deepen our understanding of the role of teacher leader diversity in the recruitment, retention, and experiences of teachers of color, as well as the broader school climate. Specifically, the study seeks to answer:

1. To what extent is the presence of teacher leaders of color within a school associated with improved hiring and retention of other teachers of color? 
2. To what extent is the presence of teacher leaders of color associated with a more positive school climate?

To address these questions, the study is analyzing administrative and survey data from NYCPS to explore the effects of teacher leader diversity on teacher hiring/retention and overall school climate. Using regression models with controls for school, teacher, and student attributes, the study examines these relationships at multiple levels while accounting for school and year-fixed effects. 

This work is supported by the William T. Grant Foundation.