Comparing Teacher and Principal Perceptions of Support in Rural Schools

• In Event: Diverse Voices in Educational Leadership

Abstract

This mixed-methods study explores teacher and principal perceptions of administrative support in rural schools—settings often overlooked in education research. Using Best-Worst Scaling and guided by Multiple Attribute Utility theory, we examine congruence in leadership support perceptions across 12 South Carolina schools. Quantitative findings show agreement on respect and discipline as top priorities, but misalignment on supports like accessibility and communication. Qualitative interviews with rural teachers (n=3) and principals (n=4) illuminate how “leading by example” and principal visibility sustain school culture amid resource scarcity. By centering the lived realities of rural educators and revealing support perception gaps, this study "unforgets" structural neglect in rural education and contributes to reimagining leadership practices that affirm, retain, and empower teachers in marginalized contexts.

Authors

• Henry Tran, University of South Carolina

• David Osworth, University of North Carolina - Greensboro

• Valerie Yelverton, University of South Carolina

• Suzy Hardie, University of South Carolina