Rural Schools Research Articles

Attractive infrastructure and ideological challenge as reasons for retention of rural teachers / Infraestructura atractiva y desafío ideológico como factores de retención del profesorado rural

This case study was aimed at assessing the factors influencing the motivation for hiring and retaining rural schoolteachers using the example of Chinese educational practice. To achieve the goal, a survey was conducted among teachers of rural schools in China ( n = 119). The survey evaluated: factors affecting teachers’ decisions to continue teaching in a rural school; factors that determine teachers’ willingness to work in a rural school; factors of rural schoolteachers’ satisfaction with their workplace environment, as closely related to their retention. Analysis of the portion of the questionnaire evaluating factors that influenced teachers’ decisions to work in a rural school (Cronbach’s alpha = .608) and satisfaction with the workplace environment as a retention motivator for a rural school (Cronbach’s alpha = .807) suggests a fairly strong internal consistency of the above drivers. This implies that the factors contributing to more successful teacher recruitment are not the same as the factors affecting the long-term decision to stay in a rural school. Though a teacher can be hired by leveraging available social capital, community and classroom are important contributors to retaining such teachers in the workplace. The study postulates the need for sustainable teaching staff for rural schools and contributes to the literature on the assessment of teacher recruitment and retention factors in rural areas.

Technology-rich Engineering Experiences in Indigenous and Rural Schools

Indigenous populations, constituting 6.2% of the global population, face challenges in STEM education due to systemic barriers and limited exposure to science and engineering. Our research, part of a federally funded project, aimed to address these challenges by implementing Community-Based Engineering (CBE) education in an elementary school located on a Native American Reservation in the United States. In this paper, we used CBE as our theoretical framework situating engineering within the context of students' communities and cultures. Our participants included 15 students and two Native American teachers with varying teaching experience. We employed mixed methods and combined quantitative tools such as the Engineering Identity Development Scale and the Engineering Technology subscale of the S-STEM survey, with qualitative data from teacher and student interviews. Our analysis revealed significant changes in students' perceptions of engineering for their communities and their personal engineering identities after they engaged with CBE lessons. We also found that the cultural connections to community were evident in student interviews. Furthermore, teachers appreciated CBE and emphasized that these engineering lessons enrich their rich traditions and practices. This study highlights the effectiveness of CBE and demonstrates how engineering education can be more inclusive and resonant with Indigenous students.

Exploring Imported Textbook use in Rural Primary Schools’ English Lessons

Exploring Imported Textbook use in Rural Primary Schools’ English Lessons

Urban Outmigration and Student Mobility towards Rural Schools: Are We in an Early Stage of Rural Revival?

Rural education is a strategic sector for rural revival projects. The presence and state of rural schools is an indicator on the sustainability of rural communities in its economic, social, and ecosystemic interactions. This study explores the Chilean case as it shows a movement in student mobility towards rural schools. Based on new data from the Ministry of Education, the study shows that primary school students indicate a shift in tutors and families’ preferences for rural schools, as rural schools’ enrolment has increased by 1% in the 2015–2020 period. In the context of a market-based education system, the data indicate a process in which rural systems are seen as viable alternatives for families. There is a clear landmark in rural mobility during the pandemic years; however, the study concludes that there is no indication of a catalyst for migration different from previous years or signs of rural revival yet. We suggest that further studies should be conducted to map how this trend may be replicating in different countries and geographies, as well as to ponder its implications for rural communities and its capacity to harbor urban out-migration.

The British Council Standards as a Tool for Evaluating Iraqi EFL Teachers

Different ways to evaluate EFL teachers include the British Council Standards criteria. The contentious issue in the questions of the British Council Standards revolves around applying the three domains (Knowledge, Skills, Values, and attitudes) of evaluation for EFL teachers and scrutinizing the British Council Standards to ascertain their suitability for evaluating EFL teachers in Iraq. Typically, evaluation can be done by considering students' achievements or from students' perspectives. Evaluation is a significant challenge due to the large student population in urban and rural schools. The population comprises Baghdad, Wasit, Dhi Qar, Misan, Ninevah, and Kirkuk. The sample is drawn from students attending nine general directorates during the academic year 2023-2024. The total number of participants in the study was 2014 male and female students. This study employs a combination of qualitative and quantitative methodologies. The statistical methods employed to assess the internal consistency of the questionnaires are specifically targeted towards students in EFL preparatory schools. The instrument's reliability is tested using Cronbach's alpha F-test, ANOVA, Two-Sample t-test, and One-Sample t-test. The study found that Iraqi EFL preparatory schoolteachers have successfully implemented and met British Council standards. At the same time, some teachers have applied these requirements to various degrees.

Can the infusion teaching of critical thinking improve Chinese secondary students’ critical thinking and academic attainment? Findings from a randomised controlled trial

Critical thinking has been recognised as a core skill in the latest English curriculum standards for secondary schools in China. However, the current state of critical thinking education in China remains underdeveloped. Although some Chinese secondary schools have reported success in infusing critical thinking into regular teaching, there is little evidence of its impact as no independent robust studies have been conducted. The aim of this study was to determine whether the infusion of critical thinking in the regular curriculum has any impact on improving Chinese secondary students’ critical thinking skills and academic attainment using a more robust research design that can establish causation. Twenty-one English language teachers and 2,011 Grade 8 students from four rural secondary schools in China participated. The intervention was delivered by 11 experimental English language teachers once a week for three months. The impact of the intervention was measured by differences in modified standardised critical thinking skill tests. A process evaluation, including class observations and interviews, was also conducted to determine fidelity to the treatment. The results indicate a small positive impact of the infusion teaching on students’ critical thinking skills. Therefore, it is feasible and promising to infuse critical thinking into the English curriculum in China's secondary schools. However, the positive impact was not observed in academic attainment outcomes. The trial provides policy and educational practice recommendations to support the development of critical thinking skills among Chinese students.

Defying decay: a strategy to enforce infrastructure standards in rural schools within the Eastern Cape, South Africa

Defying decay: a strategy to enforce infrastructure standards in rural schools within the Eastern Cape, South Africa

Why rural teachers are in a poor working state: Double marginalization causes a lack of career identity and hope

Professional development for rural teachers is currently encountering numerous challenges, leading to poor working conditions characterized by a lack of hope. This condition affects not only the quality of rural education but also the physical and mental well-being and work efficiency of rural teachers themselves. To explore why rural teachers experience poor working conditions, 101 of them were surveyed using a questionnaire that covered double marginalization, teacher career identity, and dispositional hope, and the results show the following. 1) Rural teachers’ poor work conditions are associated most strongly with double marginalization. 2) Career identity is an important mediating variable of double marginalization and hope for rural teachers. 3) The double marginalization faced by male teachers in rural areas compared to their female counterparts significantly amplifies the lack of hope. 4) Particularly pronounced is the lack of hope resulting from the double marginalization of rural teachers with less than 15 years of experience when compared to those with careers of 26 or more years. Building on these findings, interventions are proposed in three key areas: (i) reducing the double marginalization of rural teachers, (ii) strengthening career identity, and (iii) enhancing hope. These interventions offer feasible pathways tailored to the needs of educational administrators, teacher development departments, rural schools, and rural teachers themselves.

ECoaching in Rural Schools: Effects on Literacy Planning and Instruction for Students With Extensive Support Needs

eCoaching in Rural Schools: Effects on Literacy Planning and Instruction for Students With Extensive Support Needs

Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science

ABSTRACT A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, allowing for a comparison of modes of delivery. This preliminary study aims to consider how these different modes impacted the discipline-specific professional development, especially in terms of practical work and primary science assessment. This article considers attendance, teacher viewpoints and described impact on practice from qualitative surveys completed by course attendees. Whilst the majority of teachers in the sample said that they preferred face-to-face professional learning, many acknowledged that the online mode supported their attendance, particularly for more rural schools. When describing formative use of assessment information to support learning in science, participants quoted a similar range of practice, irrespective of training mode. This study supports the global discussion regarding continuing online professional learning, with questions raised regarding teacher agency.

The Impact of Mid-Day Meal Scheme on the Nutritional and Educational Status among Rural School Children in Bihar, India

In India, in particular in rural regions, the Mid-Day Meal Scheme (MDMS) has been crucial in treating malnutrition and improving access to education for schoolchildren. The Mid-Day Meal Scheme's implementation and efficacy in the Bihar district of Arwal are both investigated in this study. this study highlights how significantly the Mid-Day Meal Scheme has improved the nutritional and academic outcomes of rural schoolchildren in Bihar while also highlighting areas that need more focus for programme improvement. A representative sample of rural schools was used to gather data using a quantitative methodology. By using many sorts of indicators, including attendance, dropout rates, and academic achievement, the study evaluated the nutritional and educational status of children. The result illustrate the benefits of the programme by showing improvements in height, weight, classroom hunger, enrollment, retention, attendance, and a decrease in dropout rates. On the other hand, assessments regarding academic ability and attention span were less favourable. When parents and instructors were asked about their opinions of the classroom hunger and attendance, both groups of people said that things had much improved. On the subject of academic achievement and attention span, differences were identified. The report highlights the need for additional study to fully comprehend the Mid-Day Meal Scheme's long-term effect.

Demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia local government areas of Bayelsa state

The purpose of the study was to investigate effects of demonstration and discussion teaching methods on attitude and retention of urban and rural students in senior school biology in Yenagoa and Ogbia Local Government Areas. Quasi-experimental research design was employed. The population of the study was 6,988 Senior School Two Biology students in Bayelsa State. The sample consisted of 323 Senior School Two students from 23 Senior Secondary Schools in the above Local Government Areas of Bayelsa State. Two research questions and two hypotheses guided the study. Three validated and reliable instructional guides namely Instructional Guide on Demonstration Teaching Method (IGDTM), Discussion Teaching Method Guide (DTMG) and Guide on Lecture Teaching Method (GLTM) were used in training teachers to use the methods of teaching. Standardized Biology Achievement Test (SBAT) was used as a reliable instrument for data collection. Data were analyzed using percentage, mean, standard deviation and z-test statistics. The findings of the study showed no significant difference in retention mean scores of SS2 students in urban and rural schools when taught with demonstration and discussion methods. Also, there was slight increase in attitude of students in pretest and posttest in all the groups but when subjected to z-test analysis, it showed statistically not significant in all the groups. These implied that adequate consideration to teaching methods in biology is crucial to enhancing attitude and retention of students during lessons as school type does not affect students’ attitude nor improve academic achievement.

Developing Teachers through School-Based Leadership: A Case Study of One Rural Primary School in South Africa

Contemporary thinking in scholarship observes that the framework of rural school teaching and leadership calls for customized attention owing to the contextual challenges that rural schools are faced with. This paper aims to examine the use of school-based leadership to develop primary school teachers, in a selected rural context. Supported by the interpretive qualitative paradigm, data was generated through a focus group interview with seven teachers and an individual face-to-face interview with the school principal from one selected rural primary school. Data were analyzed through thematic analysis. The findings revealed that although the school principal used open and effective leadership strategies to develop teachers to improve teaching and learning conditions, teachers still needed structured professional development programmes to enhance their teaching and improve learner outcomes. In light of the findings, this paper recommends a combination of leadership strategies from the school principal that will enhance teaching and learning while providing structured professional development. The paper advocates for the dual use of school-based leadership by the school principal to improve teaching and learning and teacher professional development.

Awareness about anti-tobacco public education campaigns: a comparative study of anti-smoking and smokeless tobacco campaigns among urban and rural high school children

Background: Even as propagation of anti-tobacco campaigns is widespread, data on its awareness and efficacy remains obscure. Where rising levels of tobacco consumption among the youth not only poses a risk to individual health but also jeopardises the country’s socioeconomic prospects, the need of the hour is to recognize youth centric information, education, communication (IEC) campaigns. Methods: A descriptive cross-sectional study was carried out among high school students from a selected urban (n=172) and rural (n=172) school. A semi-structured pretested questionnaire was employed to collect information. Data obtained was summarized using descriptive statistics and Chi square test. Results: The awareness about anti-tobacco (smokeless) campaign was found to be 98.4 % among urban and 77.6% among rural high school children, whereas, the awareness about anti-smoking campaign was found to be 98.3% among urban and 76.2% among rural high school children. Overall awareness among urban children was significantly higher than that among rural children (p<0.001). Conclusions: The study assessed the extent to which anti-smoking and anti-tobacco (smokeless) campaigns have successfully reached the target masses and to what extent they have been successful in communicating the hazards effectively which is crucial to exterminate the tobacco related problems.

The Career Orientation Impact in the Livelihood of Rural High School Learners: A Case of Selected High Schools Waterberg District, South Africa

This study analyses how career orientations can help rural high school learners to become more self-directed and flexible in developing their careers in today's dynamic world of work. Career counsellors are needed in schools to guide the way learners subjectively make sense of their self-perceived talents and abilities. The study used a qualitative approach to obtain information about how career orientation can change the lives of rural high school learners. The purposive sampling technique was used to choose rich information from rural high school learners and teachers, councillors, and the surrounding employers/educational institutions in Waterberg District. Data analysis was done through inductive thematic data analysis where themes and categories emanated. The outcome of the study considered the fundamental aspects to develop career paths, career orientation programs, changing the mind set and the impact of career orientation in rural high schools. The product of the study will be shared with all four schools, nearby employers, and the Department of Education, Waterberg District in Limpopo province. The outcomes of the study might help in dealing with persistent educational obstacles like broader educational equity and public funding for developmental career orientation programs that face many youth and adults in rural communities. It is recommended that policy developers establish career orientation models that would benefit the livelihood of rural high schools.

Rural physician recruitment program in Thailand: factors associated with medical student enrollment and post-graduation intentions

Objectives: Thailand’s Collaborative Project to Increase Production of Rural Doctor (CPIRD) recruits students with a rural background and provides clinical year training in provincial teaching hospitals. We studied the main reasons for students attending this rural recruitment project and their intention to work in rural areas. Methods: In 2018, 2,870 4th–6th year medical students from 34 teaching hospitals under the CPIRD were sent a questionnaire surveying the following factors: their gender; year of study; size of the teaching hospital in which they were training; a domicile of origin and the province where they attended a high school; parent’s occupation; family income and main reasons for choosing to attend the CPIRD rural medical schools, as well as their attitudes towards rural job placement. Factors associated with a student's intention to work in rural areas were also examined, using multiple logistic regression. Results: 1,349 (47%) students responded. 809 (60%) were female, 914 (68%) had adequate family income, 519 (38%) had a domicile of origin in rural areas, 247 (18%) had either a mother or father being health professionals. The top three main reasons for choosing to attend the rural medical schools were: intention to return to work in their hometown(32%); student recruitment being less competitive (18.5%); and pre-specified job placement in their home districts (15%). Medical students who had a domicile of origin in rural areas, CPIRD recruitment track, and trained in medium and small-sized teaching hospitals had higher intention to work in rural areas, with Odds ratio of 1.51 (95% confidence interval (CI) 1.06-2.15), 4.39 (95%CI 3.02-6.39), 1.54 (95% CI 1.09-2.17) and1.74 (95% CI 1.14-2.65), respectively. 1,283 (95%) medical students had a favorable attitude towards rural placement after their graduation. Conclusion: Students´ rural background and training in provincial teaching hospitals may enhance their intention to start and remain working in rural healthcare services.

Assessing the Impact of Technology Use on the Professional Development of Rural School Teachers in China

The focus explored the relationship between the technology used by Chinese rural school teachers and their professional development perceived by them. 200 rural school teachers in China were selected by convenience sampling for this study. Quantitative survey questionnaires were conducted for data collection, and data was analysed using statistical measures. The results of the study revealed that rural school teachers in China reported a high-level use of technology in their teaching lives and their perception of professional development lay in the average range. Furthermore, a significant correlation was found between technology use and the professional development of rural school teachers in China. Additionally, gender differences in the trends of technology use and professional development of male and female teachers were also analysed. It was noted that male teachers had significantly higher technology use and corresponding higher feelings of professional development compared to female rural school teachers. The study has presented policy suggestions for the government and policy framers in how they can design strategies to ensure the optimal and beneficial use of technology for ascertaining the professional development of teachers and improving the overall quality of education in rural schools.

X-raying educator-related factors hindering sexuality education implementation in rural South African schools: learners’ perspectives

BackgroundAlthough numerous studies have demonstrated the effectiveness of well-implemented school-based sexuality education in promoting young people’s sexual and reproductive health outcomes, the prevalence of teenage pregnancy among school-going adolescents in rural schools located in the King Cetshwayo District of South Africa suggests it fell short of its objectives of reducing learners’ vulnerability, enhancing decision-making abilities, and raising self-efficacy in these schools. This study focused on learners’ experiences with their schools’ sexuality education programs.MethodsThis was a qualitative, interpretative phenomenological study. Data was collected from 84 participants across nine schools in the study setting using focus group interviews. An Interpretative Phenomenological Analysis framework was followed to analyze the data.ResultsThe results of the study showed that educator-centered impediments to effective school-based sexuality education included attitudes, beliefs, age differences, health status, prior experiences, and personal discomfort. The results further indicated that these obstacles have a detrimental effect on the pedagogical effectiveness of sexuality education teachers in implementing the curriculum in the study setting and, consequently, on the sexual well-being of the learners.ConclusionBased on the study’s findings, pre-service sexuality education pedagogy training is recommended for student teachers, as well as ongoing in-service training and re-training interventions and support for sexuality education teachers, to address the identified barriers and improve their pedagogical efficacy.

Discussion on the Causes and Solutions of Juvenile Bullying Behavior in Rural Schools

As a serious social problem, campus bullying has brought far-reaching negative impact on the victims. Victims not only suffer from impaired physical and mental health, but are more likely to face social difficulties and psychological distress. This study deeply discusses the specific causes and intervention strategies of school bullying behavior. The reasons for the frequent occurrence of school bullying involve many aspects such as family, school, peer relationship and social culture. In response to this problem, this study proposes to construct the "trinity" education model of family, school and community to deal with the school bullying phenomenon of rural teenagers. Through strengthening family education guidance, optimizing school education environment, and strengthening community construction, we can jointly promote the effective solution of school bullying. This study provides a useful reference for building a more perfect school bullying prevention and control system, which is helpful to reduce the occurrence of school bullying and protect the healthy growth of teenagers.

A study on nutritional status among rural Bengalee Muslim school going adolescent girls

Background: Adolescent period is in-between period of childhood and adulthood. Studies revealed that rural female adolescents are suffering more than the urban girls, due to insufficient food intake, poor healthcare facilities and socioeconomic differences. Present study was an attempt to survey current malnutrition scenario among rural adolescent girls of Bengalee Muslim community of Cooch Behar district, West Bengal, India. Methods: A community based, cross sectional study has conducted from April to May, 2023 among rural Bengalee Muslim adolescent girls aged 10-14 years (n=160) of Cooch Behar district, West Bengal, India. Data were collected after informing and explaining the purpose of the present study to school authorities, students and their parents. Three anthropometric measurements like, height, weight, MUAC recorded using standard procedures. Derived variable BMI was calculated and nutritional status was assessed using height for age and BMI for age. The degree of stunting (low height for age) and thinness (low BMI for age) were categorized on the basis of the position of the plot. Age specific mean and standard deviation was done. One way ANOVA was done to find out age specific mean differences in the Anthropometric variables. The p value <0.05 was considered as statistically significance. Results: Overall prevalence of stunting and thinness was 28.12% and 22.5% respectively. Prevalence of overall severe stunting and thinness was 10.6% and 10% respectively. Overall prevalence of overweight was 11% respectively. Conclusions: Present study revealed about existence of double burden of malnutrition among rural Bengalee Muslim population.