First Advisor

Rachel Bhansari

Term of Graduation

Winter 2024

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Curriculum and Instruction


Curriculum & Instruction




Attrition, Dual Language Bilingual Education, Latine DLBE Teachers, Retention, Work Experiences



Physical Description

1 online resource (xi, 229 pages)


Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand the trends in teacher retention and attrition from the perspective of DLBE teachers themselves. DLBE teachers departing from their jobs imposes a significant burden on schools and students and affects the implementation of DLBE programs. To delve into this issue, this critical qualitative study focused on the work experiences of Latine K-5 Spanish/English DLBE teachers. Specifically, this study involved six participants divided into two groups of DLBE teachers in the teaching trajectory: three Latine K-5 Spanish/English DLBE teachers currently teaching in a DLBE program in Oregon (Group I) and three Latine K-5 Spanish/English DLBE teachers who no longer teach in a Spanish/English DLBE program in Oregon (Group II). The purpose of this study was to explore the work experiences of Latine Spanish/English DLBE teachers and to document, through testimonio methodology, how these work experiences may influence their desire to continue as teachers in DLBE programs or leave their jobs. The cross-pollinated conceptual frameworks of LatCrit and Critical Care (Cariño Crítico) were applied to the DLBE teacher attrition and retention to offer new insights into why teachers remain in their DLBE teaching jobs or choose to leave.

From the research participants' responses during group and individual pláticas, it was found that DLBE teachers felt motivated to stay in their DLBE teaching positions when they formed strong relationships with colleagues, students, and families based on their racial and cultural affinity and Critical Care (Cariño Crítico) values. They also felt motivated by their involvement in social justice activities and when school administrators recognized the value of their experiential knowledge in building school-community partnerships. In contrast, DLBE teachers' encounters with racism, lack of racial and cultural solidarity, and the absence of recognition for their experiential knowledge influenced their decisions to leave their DLBE teaching positions. This study highlights the importance of addressing issues of racism and injustice in schools and fostering cultural solidarity and Critical Care (Cariño Crítico) to increase DLBE teacher retention.


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