Factors Associated with Increasing Teacher Retention in Rural Schools

Abstract

This paper seeks to identify school-based factors associated with increasing teacher retention in rural public schools. Though there is a large body of research that explores teacher retention for urban schools, the literature on teacher retention in rural schools is sparse. Moreover, much of the research literature tends not to address rural-specific challenges of retaining current teachers or attracting new teachers. The analysis uses the 2000-2001 Teacher Follow-up Survey (TFS) prepared by the National Center for Education Statistics to examine a random sample of both current and past teachers on a wide range of school- and teacher- level variables related to their employment decisions. The paper uses a logistic regression analysis to examine what factors are associated with teacher decisions to remain in public rural schools or to leave for other schools, job opportunities or retirement. It finds that increasing teacher retention in rural areas is positively related to strong administrator support, student behavior, and teacher perceptions of school safety.