Abstract
Based on different geosocial contexts - periphery and centre - the current study aimed at exploring the experiences of Israeli teachers who internally migrated to a peripheral region, focusing on their considerations regarding the migration process and the challenges they faced. Using the phenomenological qualitative approach, eighteen teachers were interviewed. The thematic analysis elicited that teachers were motivated to internally migrate by desired and forced considerations, alongside viewing the teaching profession as an anchor. The main challenges were community-oriented, such as adjusting to a small place, building social networks, and the logistics of after-school activities.
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