Attracting and Retaining Teachers in Rural Areas

The American Association of School Administrators (1999) has observed
that the main problem of rural school districts is attracting and
keeping quality teachers. The rural teacher shortage affects all
subject areas but particularly math, science, and special education.
This Digest examines the problem from a legislative and policy
perspective. It suggests strategies to address the problem, noting
sample programs from several states.
Legislative and Policy Background
The rural teacher recruitment and retention problem varies across the
United States. Some states have teacher surpluses; others have
shortages. According to the National Association of State Boards of
Education, an adequate number of teachers is trained each year
(Bradley, 1998). The problem is with distribution. State legislatures
deal with teacher recruitment and retention in various ways, depending
on their circumstances (see "What Some States are Doing" below)
(Education Commission of the States, 1999).
In an attempt to alleviate the problem, President Clinton signed the
Higher Education Amendments law in October 1998. Title II of this bill
creates teacher recruitment grants to improve teacher quality and
reduce shortages of qualified teachers in high-need districts (U.S.
Department of Education, 1999).
Why Teachers Stay or Go
The principal reason teachers leave rural areas is isolation--social,
cultural, and professional. Recent research on rural teacher
recruitment and retention appears thin, and much of it has been
conducted outside the United States. For example, a survey of teacher
mobility (94 past and current teachers in a rural British Columbia
school district) found that teachers leave communities because of
geographic isolation, weather, distance from larger communities and
family, and inadequate shopping (Murphy & Angelski, 1996/1997).
The literature suggests rural administrators have difficulty finding
qualified teachers who fit in with the school and community and who
will stay in the job. The "ideal" rural teacher is certified to teach
more than one subject or grade level, can teach students with a wide
range of abilities in the same classroom, is prepared to supervise
extracurricular activities, and can adjust to the community (Lemke,
1994; Stone, 1990). In the British Columbia study, teachers stayed
because of their principal, spouse employment in the community, and
satisfaction with the rural lifestyle (Murphy & Angelski, 1996/1997).
Recruiting Rural Teachers
To recruit rural teachers, administrators must target candidates with
rural backgrounds or with personal characteristics or educational
experiences that predispose them to live in rural areas. The emphasis
on background and experience is crucial for racially or culturally
distinct communities. Selling points in recruitment efforts are the
benefits of teaching in rural schools, such as few discipline
problems, less red tape, more personal contact, greater chance for
leadership, small class size, individualized instruction, greater
student and parent participation, and greater teacher impact on
decision making (Boylan & Bandy, 1994; Lemke, 1994; Stone, 1990).
Most rural teachers were raised close to where they now teach. Various
"grow-your-own" strategies offer incentives to local residents with
potential to become teachers, such as assisting them in obtaining the
needed education and training. For example, Future Teachers of America
(FTA) clubs encourage students to consider returning to their home
communities once they have received their teaching credentials (Lemke,
1994).