Leaving to Fit In? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in New York City

Retention of teachers of color remains a persistent educational concern, yet little research explores whether teachers of color are less likely to turnover when teaching in schools with principals and peer teaching staff of the same race/ethnicity. This study explores whether principal and peer teacher demographics predict teacher turnover in New York City, and whether they do so differently for teachers of color. We find that Black teachers are less likely to turnover when working in schools with a principal and a higher share of peer teachers of the same race/ethnicity. Results show similar and more consistent patterns for White teachers but no significant difference for Hispanic teachers. We conclude by discussing implications for educational policy, practice, and research.