Supportive Teacher Working Conditions as a Tool to Retain Non-Local Teachers in Rural Schools. EdWorkingPaper No. 25-1222
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| Title: | Supportive Teacher Working Conditions as a Tool to Retain Non-Local Teachers in Rural Schools. EdWorkingPaper No. 25-1222 |
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| Language: | English |
| Authors: | Luke C. Miller, Erica Sachs Langerhans, Daniel W. Player, Rachel S. White, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 60 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A200106 R305B200005 |
| Document Type: | Reports - Research |
| Descriptors: | Rural Schools, Teacher Selection, Teacher Attitudes, Preferences, Teaching Conditions, Job Satisfaction, Teacher Persistence, Rural Areas, Predictor Variables, Community, Familiarity, Geographic Location |
| Geographic Terms: | Virginia |
| Abstract: | Rural school administrators prefer hiring homegrown teachers because they are more likely to stay than non-local teachers; however, administrators need to hire non-local candidates to meet their staffing needs. Our examination of rural teachers' preferences for local was guided by person-organization fit theory. Specifically, we investigated the role of teacher working conditions (TWC) in the relationship between community connectedness and rural teachers' job satisfaction and retention plans in one American state. More connected teachers held more favorable perceptions of TWC and were more satisfied and more likely to intend to stay. TWC mediated the connectedness-satisfaction relationship and partially mediated the connectedness-retention plans relationship. Our findings suggest that if rural administrators provide candidates with working conditions they perceive as supportive then non-local teachers will be equally as satisfied with their jobs as homegrown teachers and the differences in the two groups' retention intentions will be reduced. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED674112 |
| Database: | ERIC |
| Abstract: | Rural school administrators prefer hiring homegrown teachers because they are more likely to stay than non-local teachers; however, administrators need to hire non-local candidates to meet their staffing needs. Our examination of rural teachers' preferences for local was guided by person-organization fit theory. Specifically, we investigated the role of teacher working conditions (TWC) in the relationship between community connectedness and rural teachers' job satisfaction and retention plans in one American state. More connected teachers held more favorable perceptions of TWC and were more satisfied and more likely to intend to stay. TWC mediated the connectedness-satisfaction relationship and partially mediated the connectedness-retention plans relationship. Our findings suggest that if rural administrators provide candidates with working conditions they perceive as supportive then non-local teachers will be equally as satisfied with their jobs as homegrown teachers and the differences in the two groups' retention intentions will be reduced. |
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