Abstract
For many small rural school districts across America, the effort to attract and retain quality teachers continues to be a major concern. Schools located in what are considered to be “hard to staff” areas experience the most difficult. While not all communities face the problems of inadequate teacher supply, many small and rural school districts recognize this as a continuing critical issue. A variety of factors contribute to the problems of recruiting and retaining teachers in small and rural school. This article will address the most common causes of high turnover rate among teachers in the rural schools and offer a variety of strategies that may be considered by local school administrators.
Highlights
Teacher recruitment and retention is of critical importance to most rural school districts
During these times of small budgets and unfunded federal mandates, it is necessary that rural school districts develop a dynamic structure for finding and keeping good teachers
Most rural schools and communities can offer teachers a wonderful lifestyle and a great place to work; many prospective employees never receive information that highlights the positive benefits of living and teaching in a small community
Summary
For many small rural school districts across America, the effort to attract and retain quality teachers continues to be a major concern. While not all communities face the problems of inadequate teacher supply, many small and rural school districts recognize this as a continuing critical issue. A variety of factors contribute to the problems of recruiting and retaining teachers in small and rural school. The most critical factor to be considered in teacher recruitment and retention is that schools must be effective and provide teaching and learning environments that are attractive. Local school administrators must create meaning and purpose at work They must ensure that “the people side of school” is the most important and that teachers are empowered by their own efficacy as professionals (Short & Greer, 1997). Strong educational leaders understand that a quality environment for teaching and learning in their schools is of the utmost importance in recruiting and retaining quality teachers. Teachers who are happy with their jobs will perform better and are more likely to endure a few hardships in order to work in the district
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