Rural School Teachers Research Articles

Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery

ABSTRACT This qualitative case study explores how rural teachers in the Colombian periphery perceive and appropriate national bilingual policies. I drew theoretically on coloniality/decoloniality, bilingualism, and teacher agency and collected data through questionnaires and in-depth interviews from four self-contained rural elementary school teachers. Data were analysed through thematic analysis and thematic coding and yielded three research categories: (a) bilingual policies and teaching realities gap, (b) policies’ discourses and teacher identity interconnectedness, and (c) eclectic and collaborative teachers. The main findings suggest that teachers perceive bilingual education merely as English language teaching and that bilingual policies’ powerful discourses have influenced their identity negatively. Likewise, they acknowledge that the educational authorities’ expectations are distant from the rural realities, so theyrecur to various pedagogical strategies and collaborative work to teach English and address bilingual policies’ methodological shortcomings. However, these efforts suggest racialised/colonised perceptions and teaching practices that enforce global agendas and neglect local necessities. Hence, it is paramount that educational actors decolonise/deracialise bilingual policies by localising pedagogies and humanising bilingual education.

Myths and Realities of Rural Schools. The Voice of Families and Teachers

Introduction. By invoking Shakespeare’s famous query, ‘to be or not to be, that is the question,’ this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-grade classrooms. Method. Using a multiple case study design and triangulating qualitative instruments (photovoice, incomplete sentence prompts, and observation), we analyzed the evaluations and experiences of 76 families and 18 teachers concerning the context, the educational practice, and the internal sphere of rural schools. The data were processed through content analysis using ATLAS.ti 22 software, resulting in the identification of 8 categories and 3 dimensions: space and resources, coexistence, teaching and learning in rural schools. Results. The findings reveal several myths and idealizations held by teachers and families regarding the following aspects: the natural rural environment; facilities, infrastructures, resources, and services; coexistence; individualisation, multi-grade classrooms, and academic performance in rural schools. Conclusions. The study concluded that some of these myths do not align with the actual conditions of the studied environment. Rural schools can offer authentic, high-quality learning experiences on equal terms with other educational institutions, dependent on the mediation of the teaching teams that work in them. The study allows for reflection and provides information not only to visibility of rural schools and empower them but also to make decisions enable their educational improvement.

A Comparative Study of Women Empowerment among Rural and Urban Female Secondary School Teachers in Punjab State

Teacher empowerment means a teacher who has the power of taking decisions, opportunities to get knowledge and professional growth, and also have the recognition and autonomous power. The present research designed to study and compare the women empowerment of female secondary school teachers. The descriptive survey research method was used for the present study. A representative sample of 500 (250 rural and 250 urban) female secondary school teachers selected randomly from twenty (10 rural and 10 urban) randomly selected school from five randomly selected districts of Punjab. A self-constructed tool in the form of scale using Likert method of scale construction for measuring empowerment of female secondary school teacher. Mean, S.D. and t- test were used to draw the conclusions. Finding of the study shows that no significant difference was found between rural and urban female secondary school teachers on women empowerment.

The use of digital storytelling in the teaching of reading at a rural primary school

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

Specifics of Mental Burnout Manifestation in Rural School Teachers

Introduction. The scientific relevance and social significance of the mental burnout are determined by the maladaptive nature of its manifestations, which have a negative impact on the effectiveness of the professional activity of specialists. At the same time in the scientific field there is a deficit of research revealing the mechanisms of influence of specific conditions of pedagogical activity realization on its efficiency and presenting the consequences of this influence. Objective. To study mental burnout in school teachers working in rural areas. Materials and Methods. The study participants were 184 teachers from schools in the districts of the city of Zabaikalski Krai and Chita. In the process of forming the sample, the questionnaire survey was used, based on the results of which two groups were formed: the first group included 56 teachers from rural schools, and the second group consisted of 58 teachers from city schools. At the stage of empirical research, we used the method of psychodiagnostic testing, which included the method of professional burnout by K. Maslach and S. Jackson in adaptation of N. E. Vodopyanova and V. V. Boyko’s method of diagnosing emotional burnout. The non-parametric criterion of reliability of differences U Mann-Whitney was used in processing the results of the study. Results. It was found that the frequency of occurrence and the degree of severity of mental burnout manifestations are lower in rural school teachers compared to urban school teachers. The dynamics of symptoms in this group is characterized by earlier stages of development and the emerging nature of symptoms, and there is a qualitative peculiarity of the general structure of mental burnout, manifested in the dominance of certain symptoms and the nature of their completeness. Discussion. The analysis of the empirical research results allows us to speak about the peculiarities of mental burnout concerning its frequency of occurrence, degree of expression, and qualitative uniqueness in rural and urban school teachers. The results of the study indicate higher adaptive capabilities of rural school teachers in relation to the development of mental burnout and allow us to outline an effective direction of appropriate preventive work.

Teacher Development Dilemma and Solution Ideas in Contemporary Chinese Rural Small-Scale Schools

Small rural schools are an important part of compulsory education and an inevitable form of rural education development. As urbanization accelerates, the movement of rural students to urban schools has led to a drastic reduction in the number and size of rural schools and a serious loss of quality teachers. Currently, rural teachers in China are facing problems such as disconnected interpersonal networks, weakened discourse power, and limited professional development. In order to promote the development of rural education, it is necessary to prioritize the professional development of teachers in small-scale rural schools, innovate the rural teacher training model, focus on the training of native and generalist teachers, and establish inter-school teaching and research teams to achieve the sharing of educational resources. Simultaneously, it is crucial to pay attention to the spiritual needs of rural teachers, enhance the professional identity of young teachers in small-scale rural schools, raise their comprehensive treatment level and reduce the burden of non-teaching tasks, so as to promote the professional development of teachers in small-scale rural schools.

Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools

ABSTRACT This abstract presents an analysis of federal policies concerning rural, regional, and remote (RRR) teaching, focusing on initial teacher education and teaching quality within these areas. The study utilises Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) approach to interrogate the framing of RRR teaching issues within policy discourse. Through a comprehensive review of two federal policies, this analysis explores how the design and implementation of teacher education programmes are placed to address the challenges in providing quality education in RRR areas. We underscore the importance of critically examining policy representations to better understand and address the complex issues surrounding RRR teachers and teaching.

Research on the Mechanism of Occupational Burnout among Rural Primary School Teachers

Occupational burnout is a phenomenon that occurs in the career of primary school teachers, which is very detrimental to their own development and student growth. Through a qualitative study of 15 teachers at L Elementary School, it was found that individual environments are formed by physical condition, age, university background, family situation, work experience, personality traits, and ideal pursuits. Family school cooperation, leadership style, student situation, and teaching reform shape the collective environment. Time allocation, energy allocation, and ability allocation form a sense of professional rhythm, and being trusted, recognized, valuable, and growing form a sense of professional achievement. Among them, the sense of occupational rhythm and occupational achievement directly affect the occupational burnout of rural primary school teachers, while individual and collective environments indirectly affect occupational burnout through the sense of occupational rhythm and occupational achievement. Rural primary school teachers should be guided to rationally view professional burnout, attach importance to career guidance for rural primary school teachers, and further optimize the professional environment for rural primary school teachers.

Teaching the Teachers: Technological Proficiency and Professional Growth in Rural Education

Preparing teachers in small rural schools to effectively integrate technology into their teaching practices is vital for fostering 21st-century skills in students, despite the unique challenges these settings present. To explore the specific challenges and opportunities related to the professional development of teachers in small rural schools, in the context of increasing digitalisation of education. This study employs a systematic review as its research method, aiming to identify, critically evaluate, and synthesize relevant studies that shed light on this context. Teacher education programmes that adeptly incorporate technology, such as mobile devices, into their curricula offer a critical support system not just for urban educators, but importantly for rural teacher candidates who may have limited access to higher education resources. Smartphones and tablets, for instance, can serve as valuable tools for these teachers, allowing them constant and remote access to professional development materials and effective learning resources. The technology also presents an opportunity for iterative learning, where immediate feedback can guide improvements in teaching strategies. Examples include the use of virtual avatars as teaching aids instead of in-person instruction. As the push for digitalisation continues, it is incumbent upon educational institutions to articulate the benefits and returns of such investments, especially in the context of small rural schools where resources may be limited and the challenges distinct. This articulation must be framed in terms that resonate with educators, students, communities, and potential educational funders in these rural contexts.

Improving English Teaching Skills: An Online Course for Non-English Major Teachers in Southern Thailand’s Rural Primary Schools

The mixed-methods study addressed the needs and challenges faced by first-grade English teachers in rural primary schools in Southern Thailand (for example, lack of pedagogical training). The study’s primary objectives were to investigate these teachers’ needs and difficulties, develop a 15-hour online pedadgocial training course, and evaluate its effectiveness after the training was completed. The research involved 33 teachers and 153 students and employed various tools, including questionnaires, an online pedagogical training and language course, pre-and post-tests, and semi-structured interviews about the experience. The findings highlighted the importance of training in speaking, vocabulary, materials, games, and communicative language teaching (CLT) for these teachers. Statistically significant improvements (p < 0.001) were observed in post-test scores for both teachers and students, indicating the positive impact of the customized online training course on teachers’ English skills and teaching performance and improvement in student learning outcomes.

Disparities in allergy and asthma prevalence among schoolteachers

BackgroundEvidence suggests that school factors influence the prevalence of allergic diseases in students. However, very little is known about how such factors affect the health of teachers. ObjectiveWe sought to compare the prevalence of allergic and respiratory conditions among teachers from urban, suburban, and rural schools. MethodsElectronic survey data were collected from a random sample of Pre-Kindergarten through Grade 12 teachers in Massachusetts. Comparisons were made between teacher demographics and allergic respiratory symptoms. ResultsOf the 398 respondents, median age was 45 years (SD 12.32). 71.8% of teachers taught in suburban schools, 76.6% were female, and 87.1% were White, similar to teacher demographics collected by the Massachusetts Department of Higher Education. Although there were more female teachers, males more frequently reported adverse breathing symptoms, such as wheezing (P=0.007). Over half of rural teachers (54.54%) experienced respiratory symptoms such as disrupted sleep due to coughing compared to 34.61% of suburban schoolteachers (P=0.03). Almost half (48.26%) of public schoolteachers experienced exercise-induced chest pain compared to 37.03% of private schoolteachers (p=0.05). A higher proportion of urban school teachers with asthma commonly missed school due to food allergy compared to suburban and rural schoolteachers with asthma (P=0.02). In teachers undiagnosed with asthma, associations existed between school absences and nighttime awakening due to trouble breathing (P < 0.0001), persistent cough (P = 0.002), and sore throat (P<0.0001) ConclusionsRural and public teachers reported proportionately more respiratory symptoms compared to suburban and private teachers, suggesting disparities. Future studies towards evidence-based solutions are needed.

Teaching in China's Heartland: A qualitative exploration of rural teacher job satisfaction

Enhancing rural teacher job satisfaction, which is a pivotal aspect in elevating the overall quality of rural education, serves as a crucial means to promote balanced educational development and to foster societal equity and cohesion. The objective of the study was to explore the factors that influence job satisfaction of rural teachers teaching in China's Heartland. 15 rural primary school teachers were meticulously chosen for in-depth interviews, utilizing a qualitative research paradigm and purposive sampling technique, spanning from March 2021 to July 2021. With reference to Hoppock's view of job satisfaction, this study designed an interview outline based on specificities of rural workplaces. Through in-depth interviews, a wealth of first-hand text materials was collected about rural teacher job satisfaction. Then these textual materials were processed with a rigorous tertiary coding based on grounded theory. This study found that rural teacher job satisfaction was influenced by various factors, encompassing both external and internal factors. External factors included national policies, campus culture, and rural environment. Internal factors included growth experience and self-cognition. Further, strong external support was strongly associated with improvement of rural teacher job satisfaction. Intra-individual characteristics of rural teachers were the most implicit influencing factors.

The Importance of Teaching Resources on Physical Sciences Learners' Academic Achievement in Rural Schools: A Case of South Africa

The purpose of the article is to explore the importance of teaching resources on the academic achievement of physical science learners in selected rural secondary schools. Qualitative research was undertaken and data were collected from physical sciences teachers, principals and curriculum advisers, through in-depth face-to-face interviews. A multiple-case study design was used and the Activity Theory acts as a theoretical lens, offering a broad approach to analysing the availability of instructional resources and the context of teaching and learning in rural secondary schools. The study revealed three important aspects: resource availability, the quality of textbooks and the value of information, communication and technology (ICT). The availability and quality of resources were found to impact the effectiveness of science teaching in rural schools significantly. The resources make it possible for learners to do practical work, which could contribute to comprehension and possibly improve learner's performance. It is therefore recommended that the Department of Basic Education should address interlocking frameworks for change that include, providing Curriculum Assessment Policy Statements (CAPS) aligned textbooks, well-equipped laboratories, use of ICT and develop teachers’ skills and knowledge in rural secondary schools.

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.

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.

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.

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.

Teacher professional identity: agentic actions of a novice teacher in a challenging school context

ABSTRACT Teachers develop their identity during initial teacher training and continue to develop it throughout their careers. Many teachers in rural schools find themselves teaching in challenging contexts. This study contributes to the body of knowledge by exploring agency as part of the development of a female teacher’s professional identity over six years as she obtains her degree and begins working in a rural town in South Africa. We used a narrative approach to listen to the participant’s stories and present narratives related to the proactive and generative actions that the participant took. By drawing on Bandura’s Social Cognitive Theory (SCT), we illustrate the importance of intentionality, forethought, self-reactiveness, and self-reflectiveness for agentic actions. Bandura’s ecological model highlights the importance of personal, behavioural, and environmental determinants of agency. The findings reveal that teachers experiencing similar challenging school contexts can draw on their skills, knowledge, personal values, and teaching and learning experiences to develop into teachers with a strong sense of agency who remain actively engaged in their school and the wider community. The authors propose that initial teacher educators refer to SCT as a framework during teaching practice to support the development of student teachers’ agency as part of their professional identities.

«Economy of adoption»: street-level bureaucracy VS. Rural community

The case study of the “adoption economy” examines the social factors that determine the decision-making of street-level bureaucrats. Research deals with small villages, whose residents adopted children in the 2000th in order to increase the number of pupils in the underutilized local schools and thus resisted their shutdown. The authors studied cases from five different regions in Russia, where at the time of the field study underutilized local schools were closed in three rural settlements, but in the other five settlements they were “saved” with the help of the “adoption economy”. The authors relied on M. Lipsky’s concept of “street-level bureaucrats” and A. Portes’ theory of social capital. Qualitative data were collected from 88 individual semi-structured interviews, an observation diary, documents, and photographic materials. The institutional context of “bureaucratic” discretion in determining what rural schools are subject to shut down is analyzed. The results of the study showed that the social capital of rural “street-level bureaucrats” (usually teachers of rural schools), due to their (un)inclusion in close interaction with local residents, to whom they provide services, becomes an important factor in (un)making a decision to retain a underutilized school in small rural settlement. In Portes’ theory perspective street-level bureaucrats are regarded as donors for rural community as they are forced by the territorial community to share economic resources – to continue financing a small-size school despite the obvious economic inexpediency.

‘Where you put your attention, where is your heart’: understanding rural teachers’ perceptions and choices of retention in China

ABSTRACT The retention of qualified teachers in rural schools remains a global challenge. The Chinese government has made considerable efforts in tackling the issue. However, how the policies are put into practice and impact teacher retention choices remains unclear. In order to investigate individual teachers’ perceptions and choices of retention in rural China, interviews were conducted with 15 teachers from Gansu Province. This study reports on policy enactment and implementation from teachers’ perspectives and how teachers agentically achieved self-conciliation in making their decisions to remain in their posts and manage their career objectives. The findings suggest that though retention policies aim to provide a supportive environment for teachers, most teachers are not satisfied with the available resources, and they suffer from a lack of freedom to engage in professional development activities. However, it is also noted that teachers are agentic in shifting their personally valued functioning and goals to make self-conciliation in retaining their teaching career. The findings imply that the implementation of retention policy should be strengthened, and professional freedom should be taken into account to improve teacher retention.