This article utilizes a qualitative case study methodology informed by a Black feminist theoretical lens to explore the experiences of Black women teachers, administrative support, and teacher turnover. Five self-identified Black women teachers discuss the impact that school leaders have on their decisions to leave their schools. Three common leadership practices emerged as contributory factors that influence teacher turnover: (a) arresting social justice efforts, (b) insufficient support for discipline, and (c) relationships with administration. This article concludes with a discussion about the requisite school leader philosophical orientations that support the unique needs of Black women teachers.
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