Teacher Recruitment and Retention in the Rural Midwest: Academic Leaders' Perceptions

Abstract

Recruiting and retaining teachers in rural, geographically-isolated states is an increasingly challenging enterprise. The districts considered in this study vary according to rural designation, prosperity, diversity, population density, access to goods and services, and industry; however, they confront many of the same obstacles to the recruitment and retention of highly qualified teachers. This study employed semi-structured interviews to capture the perceptions, held by principals and superintendents, of the challenges and affordances of state- and locally-based initiatives to improve recruitment strategies and increase retention rates of teachers in predominantly rural or predominantly Native (Native American) districts. Findings of this study suggest certain content areas are difficult to staff which is supported by previous research. The challenges cited for both recruitment and retention include: lack of affordable housing, family connections, teachers lacking the requisite flexibility and commitment to differentiation, changing candidate characteristics, and candidate prospects. Recommendations include establishing a systematic state-wide plan for recruitment, tiered mentoring for retention, school-university partnerships, grow-your-own strategies, and affordable housing incentives.