More than a Calling: Factors that Draw Beginning Teachers in Rural Settings to the Profession

• In Event: Understanding and Sustaining Rural Educators: Motivation, Professional Learning, and Workforce Development

Abstract

Teachers are motivated to teach for a variety of reasons, and understanding these can foster long-term commitment to the profession. These motivations can be altruistic (driven by helping others), intrinsic (finding enjoyment and satisfaction in teaching), or extrinsic. Extrinsic motivations include identified (consciously supporting education) and integrated (aligning teaching with core values). While past research on motivation has often relied on surveys, this study uses community learning exchanges and Q-methodology to delve into why beginning teachers choose to work in rural school districts, which often face significant recruitment and retention challenges. The study posits that solutions for attracting and retaining teachers in these areas can be found within the motivations of those already drawn to the profession and location.

Authors

• Christopher J. Rivera, East Carolina University

• Travis Lewis, East Carolina University

• Crisianee Berry, East Carolina University

• Mary Huffman, East Carolina University

• Lawrence Hodgkins, East Carolina University