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1
Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.
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The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
2
Smith, Richard Donnell Jr. "What Rural Superintendents in Ohio Value in New Teacher Candidates". Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1333119162.
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Snider, Sherri A. "A Critical Analysis of Rural Teachers' Usage of Online Communities". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967969511&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Davidson, Karen Voncille. "Teacher stress in rural middle schools teachers' perceptions of three contributing factors /". Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-145856.
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Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb i Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.
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Weadon, Helen Ann, i res cand@acu edu au. "Teacher Learning Matters: The interrelationship between the personal and professional lives of rural teachers". Australian Catholic University. School of Education (Victoria), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp171.29082008.
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The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the ‘lived voice’ of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers’ lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers’ professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community. The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.
7
Dennis, Melinda Mullis. "The relationship between teacher personality type and burnout in rural middle school teachers". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/melinda_m_dennis/Dennis_Melinda_M_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Linda M. Arthur. ETD. Includes bibliographical references (p. 113-118) and appendices..
8
Demarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.
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This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in influencing the rural female educators proved to be erroneous. For the women of this study, their working class backgrounds, their beliefs that teaching is a calling and an art form, and their belief that teaching is a socially constructed form of public service are important determinative factors in their continuing belief in their educational career. Additionally, the women of this study, through their stories and interactions, disproved the stereotypical image of the female teacher who works alone. The teachers of this study actively seek out collegial relationships and pursue professional development.
9
Mahan, Camilla. "Home-Grown Teachers: Will Their Rural Roots Keep Them in Virginia's Rural Schools". VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2082.
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The purpose of this research, based on Tönnies’s theory of Gemeinschaft and Durkheim’s theory of mechanical solidarity, was to determine if there were differences between rural Virginia teachers from rural areas and those from nonrural areas in their perceptions of salary, isolation, working conditions, NCLB requirements, and job satisfaction, as well as their plans to remain in rural schools. It also was to determine if there was a relationship between rural and nonrural backgrounds and the rural teachers’ intentions to remain employed in rural schools. Rural teachers from each of Virginia’s eight Superintendents’ Regions were selected and were asked to respond to an on-line survey. Their responses were collected and the data were analyzed using SPSS. The findings of this research showed that perceptions of isolation and working conditions were significant predictors of teachers’ plans to remain in rural schools. Although the findings of this research did not show rural origin to be significant, the concept of community that is inherent in ruralness was indicated by the significance of the relationship between feeling membership in the community and plans to remain in a rural school. In addition, the findings of this research supported the development of the grow-your-own programs discussed in the literature review. This research showed that established residency in the rural area and feeling membership in the rural community significantly influenced the decision to remain in a rural school.
10
Britt, Deborah Betthauser. "Retired Rural Secondary Mathematics Teachers' Perspectives of Reform". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1299620453.
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Whiting, Ross. "Color-Blind and Color-Conscious Racial Ideologies among White Teachers in Urban, Suburban, and Rural Areas". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/390560.
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Urban EducationPh.D.
This study examined the differences in teacher racial ideology among white teachers in urban, suburban, and rural areas. This study advances the scholarship on the ideological frames used by teachers in urban, suburban, and rural areas through an examination of the differences in teachers’ discourse and racial ideology. Using contact theory, this study employed interviews to examine teachers’ discourse related to racial inequality in education to determine whether there were similarities in teacher discourse within and across urban, suburban, and rural areas with differing racial compositions. Interviews were conducted with 42 teachers in urban, suburban, and rural school districts during the 2014-2015 school year. There were three major findings in this study. First, four original frames of color-conscious racial ideology were present in data across urban, suburban, and rural areas. Second, teachers across all areas employ the systemic responsibility frame to talk about the achievement gap, and the cultural racism frame to talk about increased violence in urban areas, revealing that teachers frame some topics similarly across areas of differing racial composition. Third, analysis of teacher racial ideologies using the eight frames of color-conscious and color-blind racial ideology reveal that teachers within Lincoln City, Gresham, and Arcadia employ specific frames within each area to talk about racial inequality in education. Further, teachers in Lincoln City and Gresham framed racial inequality in education more consistently using color-conscious frames than teachers in Arcadia, indicating that contact with outgroup members also shapes teacher racial ideology.
Temple University--Theses
12
Smith, Debra Ellen Levine. "An examination of teachers' participation in teacher leadership in a rural district in Georgia". Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/debra_e_smith/Smith_Debra_E_200705_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Barbara J. Mallory. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 168-182) and appendices.
13
Weadon, Helen Ann. "Teacher learning matters: The interrelationship between the personal and professional lives of rural teachers". Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/13059746da236bfb5ce240db097bf1ff0f3704eeebdf35b28f2c67a874b6d6e2/1151083/65129_downloaded_stream_354.pdf.
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The aim of this thesis is to highlight the growing understanding that schools and all its members are continually learning. This has provided a new lens for educationists to view the professional and personal needs of teachers. Goodson (1996) refers to the fact that researchers have often omitted the 'lived voice' of the teacher in educational research. By this he means that the life stories and experiences of teachers, told by themselves, are ruled out as irrelevant data by many researchers. The early work of Hall and Morgan (as cited in Queensland Consortium for Professional Development in Education (1996)., and later Dreyfus and Dreyfus (1996) who based their work on the stages of nurse development, but adapted to assist with understanding the professional and personal lives of teachers, formed the initial interest in exploring the under researched area of teachers' lives. This qualitative research study explores the interrelationship between the personal and professional lives of teachers especially those in mid to late careers in rural areas. Participants in this study completed a written survey and then oral contributions through focus groups or interviews. A model which illustrated the critical influences on teachers' professional learning in their school was developed as a result of the analyses of the teacher data. This model highlighted the need for the provision of professional learning opportunities that incorporate the four major themes which emerged from this study. It also showed the need to maintain a learning culture in a school that is inclusive of all teachers regardless of their life or career stage. Reactions to this model were then obtained from the school principals, and from professionals working in the education system office. These reactions showed distinct variations to those of teachers. The teachers clearly had the view that teacher learning does matter to the life of a learning community.;The challenge for rural schools is to provide teachers with professional learning opportunities that incorporate adult learning principles and empower teachers to take control of their own professional and personal learning.
14
Hart, Shuniqua Michelle. "Rural Science Teachers' Intentions of Integrating STEM Career-Related Lessons". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5718.
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Researchers have shown rural elementary and middle-grade science teachers' inability to integrate STEM career-related lessons into their curricula despite engagement in professional development linked to the teachers' intent-driven beliefs. Researchers, however, have not investigated the influence of intentions on teachers' abilities to integrate STEM career-related lessons into science instruction. The purpose of this transcendental phenomenological study was to understand how intentions impacted rural elementary and middle-grade teachers' ability to integrate STEM career-related lessons during science instruction. Guided by Ajzen's (1988) theory of planned behavior, this study was designed to examine teachers' intentions to integrate STEM career-related lessons during science instruction and the underlying causes of such intentions. In this transcendental phenomenological study, reflective journal entries and interview data were collected through purposeful sampling of 10 rural elementary and middle-grade science teachers. Data were analyzed using a modification of the Van Kaam method of analysis. Findings showed that teachers intended to regularly integrate STEM career-related lessons, but needed more support from their administrators, colleagues, and community partners in fulfilling their intents to integrate STEM career-related lessons. Additional studies are needed for an increased understanding of how teachers in rural areas intend to integrate STEM career-related lessons amid challenges rural teachers face. This study may be of benefit to administrators and teachers who want to unite efforts in constructing a positive climate of integrating STEM career-related lessons during science instruction.
15
Russell-Fry, Nancy L. "A Phenomenological Case Study: Southeastern Ohio Rural White Teachers' Understanding of Whiteness". Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305138110.
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McKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation". Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.
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Master of ScienceCommunications and Agricultural Education
Shannon G. Washburn
This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.
17
Hatch, Lance T. "Expert Rural Elementary School Teachers' Planning for Effective Instruction". DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4028.
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Learning how to plan for effective instruction is a critical part of the work performed daily by the elementary school teacher. While some new and struggling teachers in urban school districts have access to professional development on a variety of topics including instructional planning, teachers in rural school districts often struggle to find training opportunities. This study sought to gather information and insight from rural teachers who demonstrate expert instructional planning. The specific planning decisions they made and activities they engaged in while planning were studied. Not only were the planning practices identified, but the reasons said practices were employed were investigated. Five expert elementary school teachers employed in a remote Utah school district served as the cases for this qualitative research. Observations, lesson plan documentation, and interview data were collected and analyzed. It was found that the expert rural elementary school teachers spent the majority of their planning time thinking about curriculum goals, learning objectives, and selecting appropriate resources. Very little thought was invested in how teachers would interact with students, how students would interact with each other, or how students would interact with their environment. This was because of a repertoire of teaching skills that could be used on an improvisational basis depending on how students responded. From this study, instructional leaders may gain insight into the thought processes behind successful planning and thus have new tools for working with novice teachers to improve their lesson planning.
18
Stevens, Andy Burriss. "The perceptions of teachers and administrators on teacher absenteeism and use of substitute teachers in a rural northeast Mississippi school district". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-143859.
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Marx, Kathryn Ashby Dianne E. "The role of veteran teachers in mandated improvement for rural high schools". Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960418.
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Thesis (Ph. D.)--Illinois State University, 1999.Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.
20
Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"". Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.
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Wilkins, Marion. "A Study of the Recruitment of Teachers in a Rural School Division in Southeastern Virginia". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30419.
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This is a case study of how one rural school division in Virginia used continuous process improvement to change the way it recruited teachers. The report includes the step-by-step process used by a team of school personnel to: (1) gain support of upper-level management, (2) define the current process, (3) analyze the current process, and (4) redesign the recruitment process.
Team members were the vice-chairman of the Surry County School Board, the principals of the three schools located in Surry County, the Clerk of the School Board, the Central Office Receptionist, twenty-seven teachers, one individual from each of three rural school divisions, and the researcher. All participants except the twenty-seven teachers and the individuals from the three rural school divisions were interviewed individually to collect data to define the recruitment process that was in place at the beginning of the study. The twenty-seven teachers completed a questionnaire that addressed how teachers became aware of positions available in Surry County Schools, factors that influenced them to accept employment in Surry County Schools, and other employment offers from neighboring school divisions. Telephone interviews were conducted with the three people from the rural school divisions not located in Virginia. The purposes of these interviews were to collect data for benchmarking and to collect examples of strategies that could become a part of Surry County Schools' teacher recruitment process.
Data were analyzed with descriptive statistics. The Continuous Process Improvement Team examined and analyzed all data from the individual interviews, the teachers' questionnaires, and the telephone interviews. The team's analysis included: defining the current teacher recruitment process, identifying factors that affect the recruitment of teachers in Surry County, identifying "root causes" for concerns with the process, and developing changes to improve the process.
The new teacher recruitment process is a centralized process with personnel assigned specific responsibilities. In the new process, strategies are identified to eliminate problems that existed in the old process, and an evaluation component is included.Ed. D.
22
Czech, Robert. "Perceptions of rural elementary classroom teachers toward behavioral intervention approaches". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005czechr.pdf.
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Wang, Dan. "An ethnography of teachers in a rural school in China". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.
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Cheairs, Sandra Elaine. "Perceptions of Parental Involvement Among Rural Parents, Teachers, and Administrators". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1255.
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Parents, teachers, and administrators have different perceptions of the importance and effects of parental involvement. A rural school district was experiencing low levels of parental involvement; therefore, to address that problem, the purpose of this concurrent mixed methods study was to explore the experiences and ideas of parents, teachers, and administrators related to parental involvement. The theoretical framework was based on Epstein's 6 types of parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating. Data were collected from parents (n=67), teachers (n=4), and administrators (n= 3) from 5 rural elementary schools. Instruments included Epstein's School and Family Partnership Survey and a qualitative questionnaire to examine the perceived effects of parental involvement. Descriptive analysis of the survey data indicated that parents wanted more communication from schools, ; teachers reported that active participation from parents is vital for student success, and administrators indicated the need to support both parents and teachers. Content analysis of the qualitative questionnaire determined common themes, indicating that frequent communication was an important factor in projecting student outcomes and future relationships within the learning community. The study contributes to positive social change by providing the local district with knowledge that supports parental involvement programs and provides ideas for improvement, which may ultimately improve student outcomes.
25
Eldredge-Sandbo, Mary Leonora. "Teaching on the Prairie: First-Year Teachers in Rural Schools". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5699.
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The North Dakota Teacher Support System (NDTSS) mentoring program is available to 1st-year teachers employed in the state public schools. Because there has been limited research on the topic, the purpose of this study was to increase the understanding of how participation in the mentoring program affects the experiences and developing effectiveness of 1st-year teachers in rural schools, which is important because teacher retention and recruitment are a concern in rural schools. This study was set within a conceptual framework of andragogy and constructivism and guided by 2 research questions that inquired about the experiences of teaching in a rural school and working with an NDTSS mentor through the 1st year of teaching. This descriptive, embedded, single case study focused on 11 new teachers in rural schools who participated in the NDTSS program. Through constant comparison, 11 interviews, 6 sets of conference logs, and 5 performance rubrics were analyzed for the sample as well as NDTSS survey data completed by 154 new teachers. The results led to 11 themes that revealed each participant had unique experiences working with a mentor. Additionally, working with a mentor provided support to deal with challenges and develop teaching effectiveness, especially when there was a positive relationship between the mentor and new teacher. These findings guided the development of a professional development project for rural NDTSS participants, aimed at providing additional support to new teachers as they work with their mentors to develop their teaching identity and effectiveness. The results of this study contribute to positive social change by increasing the understanding, appreciation, and support of the experiences of 1st-year teachers, especially in rural schools, which holds the potential to strengthen teaching and learning in the state's rural schools.
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Burns, Katherine M. "Rural Teachers' Perceptions of Collaboration and Professional Growth in Mathematics". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3640.
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Teachers are a focal point in rural communities, building educational and cultural connections between the families and schools they serve on a daily basis. At the same time, geography and other constraints can impact rural teachers’ access to professional development and other resources. This mixed methods exploratory study focuses on a two-year professional learning program that supported rural teachers’ (n=38) professional growth in mathematics and encouraged the development of a collaborative Community of Practice spanning 14 elementary school sites in four Northern California counties.
Research methods incorporated a secondary data analysis, as well as the collection of new data. Quantitative data collection included a survey derived from the Teacher Collaboration Assessment Rubric (TCAR; Gajda & Koliba, 2008) which yields scores regarding dialogue, decision-making, action, and evaluation. Hierarchical linear regression analyses were conducted to evaluate possible associations between participants’ perceptions about collaboration opportunities offered through the two-year professional learning program, and teachers’ self-reported and observed classroom practice and their role as mathematics leaders. In addition, independent-samples t-test analysis was conducted to address possible variation in perceptions about program collaboration among participants who did versus did not opt to complete additional hours of professional learning.
Quantitative results suggest that, as structured opportunities for decision-making and for reflective evaluation increases between program participants, lower quality mathematics instructional practice may be self-reported. It is possible that teachers initially overestimated or later changed their understanding of what constitutes quality instruction, given that initial levels were controlled in the analyses. Also, the survey results suggest that the more teachers report that collaboration occurs by reflective evaluation, the higher number of colleagues at their school site they self-report to be viewed by as a mathematics education leader, controlling for the initial level reported two years prior.
Qualitative data gathered during follow up interviews revealed that teacher participants valued the shared experience of collaborating with peers from other rural schools. Participants appreciated dialogue and problem-solving opportunities offered through engaging, rigorous math tasks and attributed this work to a building of confidence and efficacy in the classroom.
Limitations of the study, implications, and suggestions for further research are discussed.
27
Jamil, M. G. "Technology enhanced teacher-learning in rural Bangladesh : a critical realist inquiry with secondary teachers of English". Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383975/.
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In this thesis I explore the feasibility of technology enhanced teacher-learning approaches in rural Bangladesh. The secondary teachers of English are my research focus and, apart from them, the core stakeholders include the head teachers and the local teacher trainers. My research questions cover specific inquiries on the learning culture of these teachers, their attitudes about the application of technology in teacher-learning, and realistic pedagogical and management procedures for operationalising technology enhanced teacher-learning in rural Bangladesh. In my investigation I follow the critical realist and mixed-method research approaches by addressing the psychological, social, educational and technological perspectives of the stakeholders. Based on an extensive literature review on learning, pedagogy and technological interventions in professional development, I propose that the post-constructivist approaches (I use this term to refer to social constructivism and connectivism) are appropriate for the teacher-learning programmes for rural Bangladeshi teachers. The approaches are also compatible to various technological interventions. I initially design a technology enhanced teacher-learning framework emphasising the applications of teachers’ experiences and reflections which, based on my research findings, extends to the applied form by incorporating the management, application of teacher-learning in teaching, and monitoring procedures. For collecting the research data I conduct a questionnaire-based survey and a series of six workshop-led focus group discussion sessions in a rural district of Bangladesh. In the process I emphasise the inclusion of different stakeholders and their higher participation to gain relevant indigenous knowledge representing realistic findings. The collected research data and their analysis provide useful baseline information particularly about the learning culture of the stakeholders and their perceptions about technology enhanced teacher-learning approaches. It also provides practical guidelines on the effective and sustainable approaches of technology enhanced teacher-learning in rural Bangladesh context. I expect that the learning from this research would help design and implement effective technology enhanced teacher-learning schemes for rural Bangladesh and, at the same time, provide guidelines to operationalise similar professional development programmes for the teachers of other subjects of other institutional levels representing different educational contexts.
28
Yamsaengsung, Naowarath. "Developing and Administering a Nonmetropolitan Teachers Education Program in Northeastern Thailand". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331756/.
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The primary purpose of this study is to determine the efficacy of the rural teachers preparation program in specific curriculum components, field experience and training, and preparation. A secondary purpose is to determine the need for these components and a limited evaluation of other delivery systems for rural teaching in eight nonmetropolitan teachers colleges in Northeast Thailand. The questionnaire of the Rural Education Association (REA) developed by Barbara Jean Jones was employed to collect data from a random sampling of 352 teachers college instructors and administrators and randomly selected 352 elementary school teachers and administrators. Analysis of data from 508 respondents, were analyzed by using the descriptive statistic and t-test, revealed that: (a) the REA model components were available and are essential for teachers preparation program at Thai teachers colleges in the Northeast, (b) public relations and educational technology including computer literacy components should be developed to meet the public need, (c) teachers college faculty members should receive special training for preparing students to teach in a rural environment, (d) teachers colleges should provide a teacher training site in the provinces, (e) teaching in a rural and an urban environment are significantly different, and (f) there is a need for a special preservice training for teaching in a rural environment.
29
Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.
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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.
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Guy, Thurman, Nicole Dobbins i Meeshay Williams-Wheeler. "Pre-Service Teacher Candidates Build Family Partnerships in Rural and Underserved Communities". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/22.
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Through our research, interactions, and experiences as teacher educators with young children and their families, various types of family support are provided in the teaching and learning processes in rural communities. A common theme reported within the landscape of rural communities is to connect families and their children with schools that use effective community partnerships and collaborations. Cheatham and Santos (2011) claims that, “a critical component in increasing parental involvement is effective collaboration between teacher and family” (p. 76).
Across the nation, usual requests for parental and collaborative support in most school environments takes on a variety of forms – from parent teacher conferences, school governance actions, school program events, volunteering, and an endless number of other engaging activities. In remote and underserved areas, “Rural schools can provide an important social and cultural function for the area’s residents as well, drawing community members together from a wide geographic area” (Corrigan, 2013, p.49). On the other end of the spectrum, schools in rural communities often have inadequate technology usage, lack instructional resources, and the inability to disseminate information in a timely manner on issues concerning education, healthcare, economic development and sustainability, and limited professional development for teachers and parents.
In 2017, the College of Education at North Carolina Agriculture and Technical State University, partnered with “North Carolina State Employees’ Credit Union Foundation” to financially support 10 pre-service teacher candidates as summer interns. The interns completed 10 weeks of service learning experiences in rural and underserved communities. The overarching goals for the interns was to develop service learning immersion experiences and produce authentic artifacts for children and families with support from various community agencies in rural and underserved counties across North Carolina.
The conceptual framework for this collaborative service learning internship program consisted of three methodology phases:
Phase I. Orientation and Leadership for the Future. A leadership team provided orientation sessions for all participants and selected the interns and different educational partners from various rural environments.
Phase II. Service Learning Immersion Experiences with Blended Research Activities. Interns developed service learning immersion plans and implemented a series of intentional service and research experiences based on the needs of schools serving families, children and community agencies. The interns utilized technology and evidence-base activities to meet the project’s goals. Each intern had a mentor that supervised the diverse service immersion and research-blended experiences.
Phase III. Leadership Reflections and Next Steps. Interns and community partners assessed and evaluated the program effectiveness by means of surveys, questionnaires’ and follow-up discussions. Finally, qualitative and quantitative data was disseminated and the interns engaged in reflective presentations in their field of study.
This presentation provides alternative strategies which focus on a teacher education internship program using service learning immersion experiences with established community partnerships specifically with schools and educational organizations in rural communities. This presentation also illustrates interns producing high quality service learning artifacts including technology-based products relative to student attendance, parents’ professional development, food pantries, summer backpacks and wellness initiatives to support the family and children needs in the community.
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Sandberg, Vicki Ranes. "Relationships between curricular structure and empowerment of rural middle level teachers /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036853.
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Carroll, Brian F. "Exploring the Perception of Self-Efficacy Among Teachers and Principals in Meeting". ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/40.
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Rodriguez, Oscar. "The Retention of Hispanic/Latino Teachers in Southeastern Rural Elementary Schools". Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620138.
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This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of Hispanic/Latino teachers in rural elementary schools. The results of the study included lack of resources, lack of support, teacher isolation, heavy work load, and residency issues as barriers to Hispanic/Latino teachers’ retention in rural school communities. Suggestions to mediate the barrier included improving school leadership, utilizing alternative funding sources, such as grants, promoting collaboration through Professional Learning Communities, developing diversity programs, and teachers evaluating their professional and personal goals.
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Robertson, Nicola Jane. "Rural women teachers : their narrative identities and reflections on community life". Thesis, University of Canterbury. Department of Sociology, 2000. http://hdl.handle.net/10092/4239.
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This study explores the narrative identities of two generations of rural women teachers who
live in a small Canterbury mixed farming district that also serves tourists. These eight
women's stories were collected through semi-structured in-depth interviews. The women
have all married local farmers after arriving as newcomers to teach, in either the 1960s to
early 1970s or the 1990s, at the secondary or primary schools within the area. This thesis
explores how the women narrate multiple identities as teachers, wives, mothers, farmers
and community members. These identities shift over time, space and in relation to the
women's context, whether they are relating with other people locally in the rural community,
with their family of origin in the city, or elsewhere. Yet, the majority of these women also
negotiate their identities into what appears to be a more essential "me." The women's own
concept of community is explored, in addition to the number of communities they each
belong to (defined either geographically or symbolically). The way the women identify
themselves as "newcomers or outsiders" and "locals or insiders" is also analysed in relation
to their sense of belonging. Throughout this thesis an intergenerational comparison of the
women's stories is made.
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Vithanapathirana, Manjula Vibhasini. "Improving multigrade teaching : action research with teachers in rural Sri Lanka". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020487/.
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The study focuses on prevalence, problems and effective strategies for multigrade teaching. Through an intervention, planned and implemented collaboratively with teachers, the study contributes to the improvement of multigrade teaching and status of primary education in Sri Lanka. The five research questions addressed by the field study were as follows: (i) What are the contextual characteristics of multigrade teaching rural schools? (ii) What are the current practices of multigrade teaching and the challenges faced by these multigrade teachers? (iii) What innovations could be planned to improve multigrade teaching? (iv) What is the nature of the intervention that could be made in collaboration with teachers to improve multigrade teaching? (v) What is the impact of the intervention? The action research framework developed to address these questions was a multi-phased field study. The sample area was confined to a rural education zone. Phase 1 involved condensed fieldwork in thirty eight schools and a study of multigrade practices through case studies in three schools. Phase 2 involved developing an innovative strategy for multigrade teaching and its adoption through an intervention with seventeen multigrade teachers from ten schools. Phase 3 studied the impact on student achievement through a pre- and post-test-one-control-group quasi-experimental design and obtaining feedback from teachers on their satisfaction. Multigrade teaching was found to be a necessity in a range of school contexts and their quality of teaching was unsatisfactory. During the intervention the innovative lesson planning strategy accompanied by a reorganisation of mathematics curriculum was adopted by multigrade teachers over a period of seven months. In-service support was provided through workshops and school visits. The impact of the intervention was positive. The study recommends policy adjustments for reorganisation of the national primary curricula to facilitate multigrade lesson planning, capacity building of teacher educators on multigrade teaching, incorporation of multigrade teaching in teacher education curricula accompanied by the use of collaborative frameworks in teacher capacity building. The recommendations for research include follow-up studies on the intervention, studies on prevalence of multigrade teaching, and small-scale action research to evolve successful multigrade classroom practices.
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Conco, Zamumuzi P. "How effective is in-service training teachers in rural school context". Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.
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Yraola-Burgo, Ana-Maria. "The language of Quechua rural teachers in Bolivia : a study of bilingualism - interlingualism among rural Quechua native speakers". Thesis, University of St Andrews, 1995. http://hdl.handle.net/10023/1631.
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This is a study of the linguistic situation of contemporary Bolivia carried out between 1990 and 1993. It attempts to delimit a particular speech community (that of bilingual rural school teachers in the Quechua speaking region). It started as a study for delimiting the Spanish dialects spoken in Bolivia, seeking explanations for possible deviations from standard Spanish in the influence and actions of the mother tongue, Quechua. However, as the analysis progressed, I found increasingly a certain systematicity in the characteristics of the presumed Spanish dialect. Although there existed a determined structural transference, this did not reflect merely a direct transcription from the mother tongue Quechua, since it was not always possible to determine whether it was the result of transference from this language, or if it could be explained in terms of the non-native language. Finding some analogy with the conclusions of Labov concerning the English spoken by blacks in New York, I considered that the best explaination would be to interpret the speech in question as the expression of a distinct code. In summary, this thesis comes down specifically to the demonstration, by means of the analysis of the characteristic structures of the Spanish spoken by rural school teachers in the Quechua speaking areas of Bolivia, that the code they use as their habitual medium of communication is an interlanguage in the process of forming itself into a new code of the creole type, what we call a semilanguage. The existence of the semilanguage could also be proved in the observation of a series of social and psycological factors which affect its speakers. We could see that the teachers form an intermediate group, which is the product of a process of adaptation, and in which the confluence of certain values and attitudes has provoked the rise of hybrid values and behaviour, tending to create a new order which involves a new culture and thus a new code of expression.
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Hess, Michael E. II. "The Long Walk with Democracy: Democratic Teacher Narratives in Rural Appalachian Ohio". Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1229977660.
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Smith, Rebecca Graves. "Inservice training of rural special education professionals using interactive television : a case study /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Frazier, Mike. "An Evaluation of Perceptions of a Mentoring Program of Beginning Teachers in a Rural East Tennessee Secondary School". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2139.
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Teachers, especially beginning teachers, continue a trend of leaving the profession at alarming rates within the first 5 years resulting in excessive costs to school systems and diminished instructional quality. Some programs, however, have shown impressive results. The purpose of this qualitative study, using an emerging interview process, was to examine the perceptions of beginning teachers in their 1st or 2nd year and those of veteran 3- to 5-year teachers regarding the effectiveness of mentoring and other guidance they received as beginning teachers in a secondary school and to understand their vision of how mentoring should be structured for beginning teachers. Specifically, the study addressed satisfaction with 1st year experiences specially designed to support the personal and professional well-being of beginning teachers.
The study included 8 beginning teachers, 7 of whom had received mentoring in their first year of teaching and 1 who had received no mentoring and 13 veteran teachers, 7 of whom had received mentoring in their first year of teaching and 6 who had received no mentoring. The study was conducted in a secondary school in rural East Tennessee.
Findings of the study are congruent with the literature in terms of perceptions of both beginning and veteran teachers regarding effectiveness of their mentoring experiences and recommendations for enhancing mentoring programs. Most beginning and veteran teachers indicated that mentoring could be helpful given certain conditions such as motivational support, encouraging communication, routine guidance in day-to-day school operations and mentor/mentee compatibility. Some said they felt that their own mentoring experiences actually helped them to remain in the profession. However, obstacles to effective mentoring such as lack of adequate time, lack of physical mentor/mentee proximity, lack of mentor interest in the process, and lack of mentoring skills were identified.
Recommendations of beginning and veteran teachers for enhancing mentoring program effectiveness include using only those teachers who have a real interest in mentoring, matching mentor/mentee personalities for compatibility, creating clear guidelines and providing dedicated time for mentoring, logistically arranging mentors/mentees in close proximity, and providing appropriate mentor/mentee training.
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Turpeinen, Kendra Berger. "Exploring Factors of Effective Virtual Mentoring of Novice, Rural K-12 Teachers". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5280.
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Prior research on new teacher mentoring has focused on in-person mentoring to mediate rates of teacher attrition, yet few studies have explored applying digital communication technologies (DCTs) as tools for virtual mentoring of novice teachers, particularly for supporting novice rural teachers who may be at higher risk of attrition. The purpose of this qualitative case study was to explore how the virtual mentoring of novice rural teachers through DCTs reflected Hudson's five-factor model of mentoring. The research questions focused on how novice rural teachers and their mentors described the virtual mentoring experience and how the pairs interacted during the mentoring process. This single case study included two embedded units of analysis comprised of two mentoring pairs that contained one experienced teacher and one novice rural teacher who interacted using DCTs. Data were collected from interviews, reflective journals, and an online discussion forum. Single-unit analysis included open and axial coding and category construction. Cross-unit analysis involved the constant comparative method to identify emerging themes and discrepancies. Key findings showed that all of Hudson's five factors of in-person mentoring were present in the virtual mentoring interactions. Virtual mentoring provided novice teachers with flexibility, responsive mentoring, and a professional learning community for the sharing of resources, receiving affective support, engaging in reflection, and developing pedagogical and system knowledge through modeling and feedback. The results of this study contribute to social change by providing insights for educators and administrators interested in using virtual mentoring as effective support for novice teachers in rural K-12 schools.
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Tanaka, Chisato. "An exploration of teacher motivation : a case study of basic shool teachers in two rural districts in Ghana". Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6292/.
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Retaining motivated teachers is a major concern across countries. Ghana, like other Sub- Sahara African countries, has been trying to address challenges, such as the lack of teachers, particularly in rural areas, and the low levels of motivation among them. On the other hand, teachers in developing countries are not necessarily trained and, even if they are, they may not be competent, effective and efficient (Lockheed and Verspoor 1991). Mere enthusiasm and good intentions may not be enough to improve the quality of education. Nevertheless, motivation is necessary, since without it, teachers – especially those facing difficult circumstances – cannot persevere; and, no matter how skilled, without drive, teachers are unable to perform in the long term. As a consequence, without well-motivated teachers, children are less likely to attain the desired level of education. Moreover, if parents/guardians do not believe that education equips their children with the necessary skills and knowledge for a better life, access to and completion of basic education will not increase and government efforts to achieve EFA and the Millennium Development Goals (MDGs) may be in vain. Teacher motivation is not a new area of research. Extensive quantitative and qualitative research has been carried out, especially in the UK and the US, but not in Sub-Saharan Africa. Moreover, in the case of Ghana, most of the research is based on surveys and oneshot interviews and tends to describe why teachers have low job satisfaction and motivation. As working and living conditions for most teachers are challenging, studies into 'motivation' have tended to be superficial. More specifically, little research has been carried out into investigating why some teachers are able to stay motivated in conditions that others do not consider to be conducive to effective practice − or how they are able to manage. In addition, what research has been done has been concentrated in the southern part of the country, which is considered to be better off compared to the northern part according to many gauges. This study has aimed to investigate how basic school teachers‟ perception of teaching as a career is shaped by social and professional environment in rural Ghana. It has also intended to explore local realities with respect to the policy and its implementation for basic education. One-year field research from 2007 to 2008 was conducted by using a mixedmethods approach in two 'deprived'1 districts − one from the north and the other from the south − which are geographically, socio-culturally, and economically different. The methods of data collection involved survey, ethnographic research, interviews, and teacher focus group discussions. This research echoes previous research findings that physical disadvantages − such as the lack of conducive infrastructure, the shortage of teaching and learning materials, and poor salaries − are factors that contribute to a lower commitment to the profession. However, this research also suggests that two other key stakeholders at micro-level − in addition to the teachers themselves − play a role in teacher motivation. These are: colleague teachers, including head teachers; and the communities in which teachers live and work. Support at this level – both material such as the provision of accommodation and food and nonmaterial like morale support – can not only enhance teachers‟ well-being and self-esteem but also help them to see their current positions as a part of their goals. On the other hand, at macro-level, local authorities − the main implementers of policies and strategies formulated at central level and of teacher management − are particularly influential, as it affects teachers‟ long-term vision. They tend to discourage teachers in their operation, mainly due to its organisational culture that teachers perceive neither fair nor rational. With the same reason, strategies put in place to motivate teachers do not always produce the expected outcomes. Moreover, teachers are more likely to be subordinates to the authority even in school management and to feel powerless in the system. Too much emphasis on teacher motivation at school level may overlook the important role of the District Education Offices (DEOs), since teachers‟ lives are much more related to how the DEO manages them than is the case with similar hierarchical relationships in the West.
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Nauyoma-Hamupembe, Ladipaleni Ndadiinina. "Teachers' leadership roles at a public rural school in the Ohangwena Region, Namibia". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003679.
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The changing global and local circumstances and shift for democracy posed particular problems for school administration and leadership and made it difficult for principals to fulfil leadership responsibilities in schools alone. Hence principals require the assistance of all stakeholders in the school, and teachers in particular, to work together as a team and share the diverse leadership load for the improvement of schools. Thus, leadership in schools needs to be shared and distributed in a collaborative manner among teachers and principals working as a group to accomplish the primary objective of their schools, which is to improve learners’ achievement. For this idea to be embraced, I suggest it may require an urgent need for advanced knowledge and understanding of teacher leadership in schools, among teachers and principals, if schools are to thrive. This research studied the phenomenon of teacher leadership at a public rural school in the Ohangwena region of Namibia. It explored the teachers’ experiences of their leadership roles, and specifically the challenges inherent within the practice of teacher leadership in a school. A qualitative interpretive case study was conducted, employing document analysis, semi‐structured interviews and observations to produce data with regard to teachers’ experiences of their leadership roles, challenges inherent within its practice and possible strategies to promote teacher leadership. The analysis and the triangulation across the data sets suggested that teacher leadership existed in the case study school where it appeared in four different areas of leadership practice. These areas of leadership practices (Grant, 2008, p. 93) were, for example, in the classroom, outside the classroom in curricular and extra‐curricular activities, in school‐wide leadership development and between other neighbouring schools in the community. The school had a view of teacher leadership which was strongly located within the classroom and outside the classroom in curricular and extra‐curricular activities where teachers worked and interacted with their colleagues and learners. Teacher leadership was severely limited in the area of whole school development and almost non‐existent in the area outside the school between teachers across neighbouring schools, at circuit or district level and in the community. The study suggested that the nature of teacher leadership in the case study school was a restricted form of teacher leadership (Harris and Muijs, 2005) due to a range of factors which impeded its practice. The factors were, for example, a lack of involvement of all teachers in whole school leadership and school‐wide decision‐making. Other factors were limited time for teachers in the school, a lack of leadership development amongst the principal and teachers as well as resistance for teachers to leadership in the case study school.
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Holliday, Henry Earl. "Teacher perceptions toward at-risk students : a study of one hundred Ohio teachers from urban, suburban and rural districts /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680161367.
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Peng, Yang. "The recruitment and retention of teachers in rural areas of Guizhou, China". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/15626/.
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This study aims to explore the challenges of recruiting and retaining teachers in rural schools of Guizhou, China. It is intended to offer research-based information to improve our understanding of the factors related to the severe problem of teacher shortage in these rural areas. During the survey, data were collected over a period of 17 months to answer the following three main questions: 1. Are there shortages of teachers in rural schools in Guizhou? 2. What are the factors that influence teachers’ decision-making about whether or not to enter and remain in the teaching profession? 3. What strategies have been developed for teacher recruitment and retention? Both quantitative and qualitative research methods were used in the research. Besides, the researcher conducted a field study in 47 primary schools and carried out in-depth interviews with 41 teachers, 9 headteachers, and 4 government officials. In addition, a total of 200 primary school teachers participated in the questionnaire survey. According to the analysis, the teacher shortage problem in rural schools of Guizhou is highly complex. A majority of rural schools are still short of teachers. The current teacher recruitment and retention policies of rural schools are not effective enough and have not been fully implemented. Also, salary, working conditions, location, family and individual development are the main factors that influence teachers’ decision-making about whether or not to start and continue to teach in rural areas of Guizhou. Improving working and living conditions as well as offering more training opportunities are important for the recruitment and retention of rural teachers in rural areas of Guizhou. Housing policies are the most attractive recruitment strategy for rural teachers of Guizhou. A job rotation system can help rural schools to ensure the quality of teaching and reduce the relatively high rate of teacher shortage. Furthermore, policy-makers can engage volunteers in resolving the problem of teacher shortage through collaborative efforts. In conclusion, it is significant for policy-makers to develop shared visions and make full use of every resource to resolve the teacher shortage problem. Long-term objectives should be set to ensure that the quality of education in rural schools can be improved step by step.
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Zimmer, Chelcie. "The experience and psychological impact of school violence on rural Alberta teachers". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2012, 2012. http://hdl.handle.net/10133/3284.
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Research is unclear as to whether the level of violence in schools is increasing or
decreasing. Regardless, it is higher than anyone would prefer. Therefore, it is essential
that information on the nature and effects of violence in our schools, as well as methods
for coping with and preventing such violence be gathered. It is also essential that the
impact on different populations be explored. This study presents quantitative and
qualitative research on the experience and psychological impact of school violence on
rural Alberta teachers specifically. Sixty-eight teachers from a rural Alberta school
division were surveyed to determine what forms of school violence they had experienced,
the impact it has had on them, and their suggestions for preventing and coping with
school violence in the future. Data collected determined that the rates of school violence
against teachers remain high. The most commonly experienced form of school violence
was verbal insults, with the prevalence of all incidents decreasing as the severity
increased. Students and parents were the most likely perpetrators of school violence
against teachers. Data gathered revealed significant emotional, physical, and career
impact symptoms as a result of school violence. Survey participants strongly endorsed
numerous techniques for coping with and preventing school violence, the most common
being polices for dealing with school violence. Violence against teachers within rural
Alberta schools was determined to be a serious social and psychological issue that cannot
be overlooked.xvi, 214 leaves ; 29 cm
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Vareberg, Kyle Robert. "It's Easy Until It's Not: Elements Contributing to Rural Teachers' Technology Use". Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/27967.
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Technology has become a prominent aspect of K12 education. Current research on technology integration focuses on the initiatives and trends available to teachers as well as the barriers preventing integration. Schools face challenges moving forward to keep up with the changes in technology, especially those schools considered rural. This study sought an understanding of teachers? technology use and, through interviews with 20 rural teachers from a single district, identified elements that contribute to said use that align with the constructs of perceived usefulness and perceived ease of use from the Technology Acceptance Model. Results suggest participants in a rural district are eager to use technology but are restricted by various internal and external barriers. The goal of this research is to gain insight using teachers? perceptions of technology use in order to provide training and guidance for future integration.
Keywords: Technology Acceptance Model, perceived usefulness, perceived ease of use, rural, technology barriers, technology integration
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Rynda, Jaci. "The Relationship Between Rural Novice Teachers of the Deaf and Their Mentors". Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607812.
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Recruitment and retention of special education teachers is growing concern nationwide. This problem is especially acute amongst teachers of the deaf/hard of hearing in rural areas. Mentoring of novice teachers may be a solution to this problem; however, little research exists regarding the use of mentorship in deaf education. This qualitative case study explored the nature of the mentor/mentee relationship between novice teachers of the deaf and their mentors in rural areas. Data were collected through in-depth interviews with three dyads of mentors and mentees. An open coding inductive qualitative data analysis revealed five themes characterizing the relationship. Results further indicate that these teachers describe the relationship through descriptors that are unique to either the mentor or the mentee, complimentary to each party, and shared between both parties. Implications of these findings for current practice in the field of deaf education are discussed.
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Gingerich, Brenda R. "One Rural School's Initial Efforts to Assist Teachers in Improving Student Outcomes". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/983.
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Across the United States, student achievement is a concern. The local district under study is not meeting adequate yearly progress (AYP), a standard initiated by the No Child Left Behind Act (NCLB), which schools are expected to attain to avoid sanctions. The district's students are performing lower than state average on the state's standardized test, and the district wants to increase teachers' knowledge and use of differentiated instruction (DI). The purpose of this study was to describe teachers' DI practices, create a project that may increase the implementation of DI, and recommend further study to seek correlations between teachers' use of DI and student performances. A quantitative approach included analyzing archival survey data from the district's teachers to describe how frequently teachers reported practicing differentiated instructional strategies. Data were analyzed through analysis of variance to compare elementary, middle, and high school teachers' responses. Findings indicated teachers employ simple strategies often, while more complicated strategies are seldom initiated. Also, elementary and middle level teachers in the district utilize strategies more frequently than high school teachers. A wiki was created to enhance teachers' knowledge, understanding, and application of strategies to potentially improve student outcomes. Implications for positive social change include providing teachers with a tool to increase professional collaboration regarding student learning, knowledge of differentiated instruction, and practice of strategies for the purpose of improving student learning.
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De, Jong Herman. "Measuring resilience, happiness and sense of coherence of teachers in rural schools". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40462.
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The purpose of this study is to describe and explore the happiness, sense of coherence and resilience of rural teachers from a positive psychology framework where positive and healthy adaptation is emphasized. This study forms part of the dissemination phase of a longitudinal study known as STAR (Supportive Teachers Assets and Resilience). Completed questionnaires by twelve rural teachers in STAR schools (2 primary and 1 secondary) in rural Mpumalanga were purposively sampled as data sources for secondary analysis. The measures included the Oxford Happiness Questionnaire (OHQ), Resilience Scale (RS-14) and the Orientation to Life Questionnaire (SOC-13). Results are presented as descriptive and non-parametric statistics.
Results indicated that teachers possess High Moderate to High levels of happiness, Moderate to High Moderate sense of coherence, and High Moderate to high levels of resilience. There was no significant relationship between happiness, sense of coherence and resilience. No significant differences were observed between levels of happiness, sense of coherence and resilience of teachers in (Pre- STAR intervention and post- STAR intervention); nor with regards to gender. Theorizing the findings of this study within the theoretical framework of positive psychology indicates that despite significant risk and adversity, teachers are able to demonstrate positive psychological constructs in the form of happiness (extraversion, kindness, humor, sense of purpose, aesthetic appreciation, locus of control, positive affect, self-efficacy, physical health and self-esteem ), sense of coherence (comprehensibility, manageability and meaning) and resilience (self-reliance, having a purposeful and meaningful life, equanimity, perseverance and existential aloneness).Dissertation (MEd)--University of Pretoria, 2013.
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