Rural Teachers’ Work-Related Experiences and Job Satisfaction While Facing Unprecedented Upheaval

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Teaching Through a Crisis: Persistent Challenges Post-COVID (Table 3)

Abstract

K-12 public schools are experiencing teacher shortages across the United States. Many schools are forced to fill teaching positions with unlicensed teachers or long-term substitutes. Teachers often report high levels of job stress, and teacher turnover rates are growing throughout the United States, especially in the last four years of pandemic and post-pandemic schooling. These trends are particularly evident in rural school districts. This study examines teachers’ perceptions of work-related elements that contribute to stress, anxiety, and dissatisfaction along with elements that contribute to successful job performance, satisfaction, and self-fulfillment. 14 teachers from 8 rural Northwest Arkansas schools were interviewed about their experiences regarding compensation, school administration, working conditions, and interaction with students and parents.

Authors

• Christopher Giller, University of Arkansas

• Christian Z. Goering, University of Arkansas

• Khoshee Othman Mohammed, University of Arkansas at Fayetteville

• Michad Holliday, University of Arkansas at Fayetteville