Choosing A Rural Teaching Position: Recognizing the Importance of Relationships and Field Experiences

Abstract

This study reports the findings from a survey of 201 recent teacher education graduates from a university in the Northwestern United States regarding the factors that influenced their decision to take a teaching position in a rural or urban community following graduation. Results indicate that an in-depth rural practicum experience, being close to family, and the size of school influenced new graduates' decisions. Other factors such as school culture and administrative support were also found to be important to new graduates' decision making. The presentation will also share insights that can help to inform state and local educational agencies about strategies in attracting new graduates and in retaining new teachers in rural schools.

Don’t Stand Up in a Hammock

“…Many incentives are transactional, where teachers exchange their time in remote contexts for financial benefits. Versland et al's (2022) study in the USA also showed that teachers were attracted to rural locations because of financial benefits. Smaller class and school sizes, the welcome of the community and proximity to family are also attractants, and Versland et al (2022) acknowledge that these findings accord with Boylan's (1993) previous research amongst experienced RRR teachers in Australia that showed a gravitation toward forming strong relationships with students and community.…”

“…Versland et al's (2022) study in the USA also showed that teachers were attracted to rural locations because of financial benefits. Smaller class and school sizes, the welcome of the community and proximity to family are also attractants, and Versland et al (2022) acknowledge that these findings accord with Boylan's (1993) previous research amongst experienced RRR teachers in Australia that showed a gravitation toward forming strong relationships with students and community. That is, experienced teachers in RRR contexts had strong relationships with the people and geographies of those places.…”

“…Early career teachers in RRR locations experience steep learning curves professionally and culturally. In RRR contexts, teachers work hard to understand rurality and adapt curriculum resources appropriately to make learning meaningful for students (Schulz, 2017;Versland et al, 2022), but in addition to these challenges, they often also experience cultural adjustments concerning living in rural, remote and/or regional locations (Downes & Roberts, 2018;Young et al, 2018). These challenges include understanding rural community dynamics, difficulties establishing new relationships in some communities, having little anonymity, and feeling isolated (Downes & Roberts, 2018).…”

“…Teachers' decisions to stay or leave RRR locations are complex and varied (Kelly & Fogarty, 2015) and may be personal or systemic or an interplay between personal and systemic influences and cultures (Boylan, 1993). The Versland et al (2022) study noted the influence of the school administrator (principal) on teachers' decisions to stay in or leave RRR locations. Public perceptions of teaching in RRR communities may also influence teachers' decisions.…”