t time, the number of teachers produced yearly gradually increased however this was not the case for minority teachers (Otuya, 2000).
The demand for new teachers was projected to range from 187,000 to 209,000 annually until 1995, and to increase to 227,000 by the year 2000. By 1991 9.2 percent of public elementary and secondary school teachers were black and the percentage of minority students increased. A Metropolitan Life study in 1988 reported that teachers of color were also leaving the teaching profession more than white teachers. The study revealed that 40 percent of the minority teachers were likely to leave within the following five years; 25 percent of non-minority teachers expressed the same (Lewis, 2000).
Experience was a factor in minority teachers intending to leave; 55 percent of minority teachers with less than 5 years of experience stated that they were likely to leave. In private schools, teachers of color reported leaving at a rate of 21
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