6 DEVELOPING AND RETAINING QUALITY TEACHERS IN A RURAL SCHOOL DISTRICT SERVING STUDENTS IN POVERTY Michelle Barrow, Ed.D. Introduction Attracting and retaining educators can be challenging in any size school district, however in rural school districts that serve high-poverty students, the challenge is even greater. Educational leaders must understand and provide the support and training teachers need throughout their careers to retain teachers in rural school districts. The current study utilized a qualitative research methodology to explore the perceptions of teachers who are participating in or have completed a mentoring program in a rural East Texas school district. The current study also includes perceptions of campus administrators who have observed and mentored novice teachers during their introductory years in the teaching field. Introduction to the Problem The need for highly qualified educators continues to increase. In 2016, according to the Texas Commissioner of Education, the biggest threat to schools is the shortage of teachers available and that fewer college students are entering the field of education (Atasoy, 2022). A shortage of teachers is harmful to students and the education system (Garcia & Weiss, 2019). Determining the factors that contribute to rural school district educators continuing in the teaching profession will assist school district leaders to better understand how to increase teacher retention. According to the Texas Education Agency (TEA, 2024), during the 2022–2023 school year, 377,836 teachers were working in Texas, with 28.8% of new teachers being hired without a valid Texas certificate or teaching permit. Developing novice teachers into highly qualified educators is the responsibility of educational leaders on campuses and at the district level. Investing resources, training, guidance, and mentoring for novice teachers can assist them in having positive new teaching experiences, which can lead to professional growth and teacher retention. Teachers in rural settings are more likely to continue their careers at a rural campus when they feel as if they are valued by the campus principal (Stackhouse, 2011). Statement of the Problem Rural school districts that serve students in high-poverty areas struggle with providing exceptional teachers in classrooms for students. Oyen and Schweinle (2020) found that 67% of teacher candidates preferred to teach in nonrural areas during their clinical teaching experience, while 33% would consider teaching in a rural setting. Many of those who would consider teaching in a rural school district attended school in a rural school district during their youth. According to the U.S. Department of Education (2022), school leaders in rural areas were not as likely to recruit and retain highly qualified educators when compared to urban areas in all grade levels. School leaders in rural school districts must understand how to effectively develop teachers into highly qualified educators and retain them. Higher teacher turnover rates in schools that serve students in poverty are largely driven by unsupportive work environments and an ineffective campus principal leadership (Johnson et al., 2012). Rural school districts need to become cognizant of how to establish and foster a culture that promotes teacher retention. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd
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