This dissertation examines Hispanic teacher recruitment and retention initiatives in Texas schools. The author conducted a mixed-methods study analyzing quantitative data from the Texas Education Agency and qualitative data from surveys and interviews. Key findings include: 1) the percentage of Hispanic students increased more than the percentage of Hispanic teachers from 2000-2007; 2) higher percentages of Hispanic teachers were correlated with higher Hispanic student achievement on standardized tests in some years; 3) Hispanic teachers cited altruistic reasons for entering teaching and valued being role models; and 4) mentoring programs and financial incentives were seen as most effective for recruitment and retention. The author recommends strengthening support systems for new Hispanic teachers.

1. Hispanic Teacher
Recruitment and Retention
Initiatives in Texas Schools
A Dissertation Defense
By
Robert M. Branch

2. Dr. William A. Kritsonis
(Dissertation Chair)
Dr. David Herrington
(Member)
Dr. Douglas Hermond
(Member)
Dr. Camille Gibson
(Member)
Committee Members

3. Outline
I. The Problem
II. Purpose of the Study
III. Research Questions
IV. Method
V. Major Findings
VI. Review of Literature
VII. Recommendations

4. The Problem
 The shortage of Hispanic educators plays a role in
the educational experiences of Hispanic students.
 2006-2007 TEA data indicate that 21% of
teachers in Texas are Hispanic, but 46% of the
students during the same year are Hispanic.
 Previous findings indicate that increasing the
number of Hispanic educators positively affects
the educational attainment of Hispanic students
(Darder, Torres, & Gutierrez, 1997).

5. Purpose of the Study
 To establish whether the number of
Hispanic teachers influence Hispanic
student achievement and then
identify methods to assist with the
recruitment and retention of Hispanic
teachers in Texas schools.

6. Conceptual Framework
Approaches of
Administrators & District
Personnel to Recruit &
Retain Hispanic Teachers
Internal Motivations
Of Hispanic Teachers
Hispanic Teacher
Recruitment & Retention
Initiatives in Texas Schools
The Impact of Academic
Achievement for Hispanic
Students

7. Quantitative Research Questions
1) Is there a corresponding increase in the percent
of Hispanic teachers with the increase of
Hispanic Students in Texas from school years
2000 through 2007?
2) Is there a relationship between the percent of
Hispanic teachers and the percent of Hispanic
students passing the TAKS Exit level
examination in the core area of Mathematics?
3) Is there a relationship between the percent of
Hispanic teachers and the percent of Hispanic
students passing the TAKS Exit level
examination in the core area of
English/Language Arts?

8. Qualitative Research Questions
1) What factors influenced Hispanic teachers
to go into and remain in the teaching
profession in the state of Texas?
2) What is the value of increasing the
number of Hispanic teachers in Texas
school districts?
3) What are the approaches used by the
school districts to recruit and retain
Hispanic teachers?
4) Which of these approaches appear to be
successful in recruiting and retaining
Hispanic teachers?

9. Research Design
 Research Method – Mixed methods
using a complementary design. This
includes descriptive and correlational
analysis of existing data as well as
data obtained from open-ended
interview questions and surveys.
 Quantitative – Data was obtained
from the Texas Education Agency
(TEA) Academic Excellence Indicator
System (AEIS) reports.

10. Research Design (continued)
 Qualitative – The qualitative data
was collected with a questionnaire
that was given to Hispanic teachers
and School/District Administrators.
Data was also collected by
interviewing the Hispanic teachers
and School/District Administrators.

11. Pilot Study
 Convenience Sampling
20 Hispanic Teachers
 Test-Retest
Reliability
Trustworthiness (Fair-Clear-Free of
Bias)
Changes based on inputs
 Participants Excluded

12. Subjects of the Study
 Sampling Method
Purposive sampling was used in
order to discover, understand, and
gain insight from the school districts
and Hispanic teachers.

13. Quantitative
 Sixty-four high schools in Southeast
Texas were used in the study. These
districts were selected based on
having met a criteria of employing at
least 5% Hispanic teachers and
serving at least 25% Hispanic
students.
 This data was retrieved from the TEA
database.

14. Qualitative
 40 Hispanic teachers employed in Texas
schools with a teacher population of at
least 5% Hispanic teachers and at least
25% Hispanic students as reported by TEA
will be surveyed.
 Of these 40 teachers surveyed, 23 were
interviewed.
 14 School and District Administrators were
asked open-ended questions and
interviewed.

15. Analysis of Data (Quantitative)
Research
Questions
Question
Addressed by
Descriptive
Statistics
Analysis
Method
Is there a
corresponding
increase in
the percent of
Hispanic
teachers with
the increase of
Hispanic
Students in
Texas from
school years
2000 through
2007?
What is the
average
increase and the
average
decrease of
Hispanic
Teachers and
Hispanic
Students?
Description of
average
increases and
decreases of
Hispanic
Teachers and
Hispanic
Students

16. Major Findings: Quantitative Question 1
 The average annual percentage for Hispanic
teachers ranged from 6.5% in SY 2001 – 2002 to
8.2% in SY 2003 – 2004; the average annual
increase over the years under study was 0.15
percentage points.
 The average percentage for Hispanic students
ranged from 27.8% in SY 2000 – 2001 to 35.2%
in SY 2006 – 2007; the average annual increase
over the same years during the study was 1.78
percentage points.

17. Major Findings: Quantitative Question 1
Table 1 Average Percentages of Hispanic Teachers and
Hispanic Students in Selected Schools in Texas
School Year % Hispanic Inc/Dec % Hispanic Inc/Dec
Teachers Students
2002-2001 6.67 _ 27.79 _
2001-2002 6.46 -0.21 29.04 1.25
2002-2003 7.56 1.10 34.46 5.42
2003-2004 8.24 0.68 32.06 -2.40
2004-2005 8.57 0.33 32.22 0.16
2005-2006 8.99 0.42 33.81 1.59
2006-2007 9.54 0.55 35.16 1.35
Avg. Inc/Dec 0.48 1.23

18. Analysis of Data (Quantitative)
Research
Questions
Null
Hypothesis
Independent
Variables
Dependent
Variables Statistics
Is there a
relationship
between the
percent of
Hispanic
teachers and
the percent of
Hispanic
students
passing the
TAKS Exit level
examination in
the core
area of
Mathematics?
There is no
statistically
significant
correlation
between the
percent of
Hispanic
teachers in
Texas high
schools and the
percent of
Hispanic
students
passing the
TAKS Exit Level
Mathematics
examination.
Correlation
using
Pearson r
Percentage of
Hispanic
Teachers
in Texas
Schools
Achievement
levels
for Hispanic
students
taking
the TAKS
Exit level
Mathematics
examination

19. Major Findings: Quantitative Question 2
 All Pearson r values were negative; the
results of r = – 0.372 for SY 2004 – 2005
and r = - 0.418 for SY 2005 – 2006 were
significant. The null hypothesis was
rejected for the results of these specific
school years.

20. Major Findings: Quantitative Question 2
Table 2 Relationship of the Percent Hispanic Teachers and Percent of
Hispanic Students Passing the TAKS Mathematics Exit Level Examination in
Sixty Four High Schools
______________________________________________________________
School Year % Hispanic % Hispanic Pearson r
Teachers Students
(N=64) Passing TAKS
______________________________________________________________
2004-2005 7.02 79.81 - 0.372*
2005-2006 7.46 75.25 - 0.418 *
2006-2007 7.56 75.61 - 0.229**
* Significant at 0.05 level, two-tailed **Not Significant
______________________________________________________________

21. Analysis of Data (Quantitative)
Research
Questions
Null
Hypothesis
Independent
Variables
Dependent
Variables Statistics
Is there a
relationship
between the
percent of
Hispanic
teachers and the
percent of
Hispanic
students passing
the TAKS Exit
level
examination in
the core area of
English/
Language Arts?
There is no
statistically
significant
correlation
between the
percent of
Hispanic
teachers in
Texas high
schools and the
percent of
Hispanic
students
passing the
TAKS Exit Level
English/
Language Arts
examination.
Correlation
using
Pearson r
Percentage of
Hispanic
Teachers
in Texas
Schools
Achievement
levels
for Hispanic
students
taking
the TAKS
Exit level
English/
Language
Arts
examination

22. Major Findings: Quantitative Question 3
 For SY 2004 – 2005, the relationship of r = -
0.328, between the 7.02% average Hispanic
teachers and the 84.56% average Hispanic
students who passed the Exit Level examination
in ELA was significant. Similarly, the result of SY
2005 – 2006, where obtained r = - 0.520, was
also significant. The increase in the percentages
of Hispanic teachers did not significantly affect
the percentages of Hispanic students who passed
the ELA Exit Level TAKS examinations in SY 2004
2005 and SY 2006 – 2007. For the results of SY’s
2004 – 2006, the null hypothesis was rejected.

23. Major Findings: Quantitative Question 3
Table 4 Relationship of the Average Percent of Hispanic Teachers and
Percent of Hispanic Students Passing the TAKS ELA Exit Level Examination
______________________________________________________________
School Year % Hispanic % Hispanic Pearson r
Teachers Students
(N=64) Passing TAKS
______________________________________________________________
2004-2005 7.02 84.56 - 0.328*
2005-2006 7.46 85.19 - 0.520*
2006-2007 7.56 86.50 - 0.098 **
* Significant at 0.05 level, two-tailed **Not Significant
______________________________________________________________

24. Analysis of Data (Qualitative)
Surveys/Questionnaire
& Interviews
Data was
presented in
tabular to show
categories &
frequencies.
The weighed
mean was
computed for
recruitment &
retention
factors.
Responses for
questions were
categorized
into emergent
themes. These
were presented
in tabular form
showing the
categories with
corresponding
frequencies and
percentages.
Inputs from the
administrators were
identified,
summarized and
explained.

25. Major Findings: Qualitative Question 1
 What factors influenced Hispanic
teachers to go into and remain in the
teaching profession in the state of
Texas?

26. Major Findings: Qualitative Question 1
 Primary reasons given were: enjoyment in
being a teacher and fulfilling (both
17.4%); influenced by professor, enhance
lives of young people, follow footsteps of a
loved one, opportunity to help others and
make a difference – all mentioned by 13%
of the respondents. Other reasons include:
same schedule as children, an option after
being laid off from another job, job
location and security and able to coach,
the love of his life.

27. Major Findings: Qualitative Question 2
 What is the value of increasing the
number of Hispanic teachers in Texas
school districts?

28. Major Findings: Qualitative Question 2
 Of the fourteen respondents, 57%
considered the Hispanic teachers as role
models whom the Hispanic students can
emulate and 36% expect to have strong
alignment between the Hispanic teachers
and Hispanic students. These
administrators also envision a campus
where there is better relationship between
students and teachers; also, teachers are
able to relate realities in life to what they
teach in and out of the classroom.

29. Major Findings: Qualitative Question 3
 What are the approaches used by the
school districts to recruit and retain
Hispanic teachers?

30. Major Findings: Qualitative Question 3
 School administrators assigned mentors to new
Hispanic teachers to guide them and monitor
their performance. Advice from mentors is offered
to mentees especially when difficulties arise.
Fifty-seven percent (57%) or eight administrators
utilized this strategy to retain new Hispanic
teachers. Other strategies advocated by 64% of
the respondents include financial considerations
like competitive salary/benefits and stipends or
incentive programs. Support systems and dialog
may also help Hispanic teachers to remain in the
campuses where they are currently employed.

31. Major Findings: Qualitative Question 4
 Which of these approaches appear to
be successful in recruiting and
retaining Hispanic teachers?

32. Major Findings: Qualitative Question 4
 Forty-three percent or six of the fourteen
administrators considered monetary incentives
and benefits as successful factors to entice and
retain Hispanic teachers in the teaching
profession. Taking care of them through the
mentoring program and making them feel
important and of value are also considered as
effective strategies to invite and keep Hispanic
teachers in the campuses. Administrators provide
the fitting environment to help assure the
continued presence of Hispanic teachers
especially in schools surrounded by high number
of Hispanic families.

33. Major Findings: Literature Review
 Much of the available research showed that
Hispanic students had decided to enter the
teaching profession for primarily altruistic
reasons. Cabello, Eckimer, and Baghieri (1995)
interviewed teacher candidates during their first
years in teacher education programs. The
majority of the candidates remembered negative
experiences while in school and reflected on the
need for more teachers who genuinely cared and
were willing to listen to students.

34. Major Findings: Literature Review
 Diverse groups of students require
attention from a diverse group of teachers
who can have alignment and rapport with
them, since they come from the same
culture and speak the same language.
 Howard (2003) suggests students will
benefit from having well-trained teachers
who come from similar racial/ethnic and
linguistic backgrounds. These teachers
can contribute to the students’ sense of
belonging and academic achievement.

35. Major Findings: Literature Review
 The desire to be a role model was identified by
Hispanic educators in a study done by Darder
(1995). Hispanic teachers realize their
significance in the lives of those they taught and
that it was important to help minority students
express themselves and to appreciate their
cultural heritage
 The interaction with minority teachers will result
in an increased familiarity with other cultures. In
a more globally-dependent world, students in
classrooms need to learn about world diversity,
which includes racial diversity (Wehrman, 2002).

36. Recommendations
 Create an interactive orientation program
where new Hispanic teachers meet their
veteran counterparts for a meaningful
exchange of questions and answers about
the challenges of teaching. The first year
can be fighting for survival, but the years
after can be filled with joy and hope.

37. Recommendations
 Support the new Hispanic teachers with a
mentoring program where the mentor
and mentee often meet to discuss
problems and opportunities, so that the
teacher finds his or her way through the
maze of the teaching world and become a
change agent for the benefit of students
under his or her care.

38. Recommendations
 New Hispanic teachers will not only need
the support and guidance of their
mentors. School administrators should
also give them support and
understanding so that these neophytes
will feel they belong in a school culture
that allows growth and advancement.

39. Recommendations
 The path to teaching is not all rosy; new
Hispanic teachers may face certain
realities or difficulties that they could not
handle. They need the support of
administrators and people at home.
Families have influenced somebody in the
family to go into teaching; now is the
time for them to show support.

40. Recommendations for Further Study
 A study could be conducted regarding
other minority teachers (African
Americans, Asians, and others) regarding
factors on how they were recruited and
retained in school districts.
 A study could be conducted by increasing
the number of samples to include even
more districts in various parts of Texas.

41. Recommendations for Further Study
 A study could be conducted by increasing the
number of core areas in TAKS Exit Level
Examinations which Hispanic students have to
pass: Science, Mathematics, English/Language
Arts, and Social Studies. Also increase the
number of years as scope of the study.
 A study could be conducted with Hispanic
teachers who teach Math/ELA and drawing a
comparison regarding the achievement of
Hispanic students who are taking those subjects
being taught directly by Hispanic teachers.

42. Hispanic Teacher
Recruitment and Retention
Initiatives in Texas Schools
A Dissertation Defense
By
Robert M. Branch