Abstract
Retention of rural special education teachers is a dilemma for many school districts. Districts in rural areas suffer from a lack of qualified special educaiton teachers. Therefor, the problem of having enough qualified special educators is not easily solved. Many rural distrits are able to hire teacher candidaes, but fail to retain them for various reasons. Building resiliency in new teachers and educators during the first several years of teaching may be part of the answer to addressing the high rate fo teacher turnover in rural areas. This paper summarizes highlights from research completed with rural Nebraska teachers on th topics of intrinsic resiliency and building resiliency in rural teachers.
Highlights
Introduction qualitative research methodsThe search for meanings.(2" ed.)
University of Missouri at Columbia offers a minor in Rural Sociology (UM-C, 2007)
This study found that rural teachers had to be flexible to the needs of the students
Summary
To it as of to situations rural special educators and what was about them and their setting that led resiliency and longevity. The descriptive nature of the study provided information that could be developed into an analysis that could add to current knowledge in the field. It was the goal of the researcher to gain a deeper understanding of resilient, long-term, rural special educators. Teachers were asked to respond freely, so the researcher could determine if themes or characteristics existed among the participants. The purpose of these interviews was to enable the researcher to suggest approaches and strategies for recruitment and retention of rural special educators
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