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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
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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Luke+C%2E+Miller%22">Luke C. Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Erica+Sachs+Langerhans%22">Erica Sachs Langerhans</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+W%2E+Player%22">Daniel W. Player</searchLink><br /><searchLink fieldCode="AR" term="%22Rachel+S%2E+White%22">Rachel S. White</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Selection%22">Teacher Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Community%22">Community</searchLink><br /><searchLink fieldCode="DE" term="%22Familiarity%22">Familiarity</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Data: 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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  Data: 2025
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674112
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      – Text: English
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      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Teacher Selection
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Preferences
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Job Satisfaction
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Rural Areas
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Community
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      – SubjectFull: Familiarity
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      – SubjectFull: Geographic Location
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      – SubjectFull: Virginia
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      – TitleFull: Supportive Teacher Working Conditions as a Tool to Retain Non-Local Teachers in Rural Schools. EdWorkingPaper No. 25-1222
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