Understanding the Relationship Between Rural Schools and Teacher Satisfaction

By: Ashley Wood

Rural Teacher Satisfaction

PurposeRural schools have many defining characteristics due to the unique environment in which they are located. Place-specific situations create additional obstacles that have the ability to impact the way rural educators perceive their jobs. An increased reliance on combined classrooms, limited access to professional growth opportunities, and both professional and social isolation are just some of the challenges rural schools regularly deal with.

PurposeUnfortunately, these schools are often plagued with having high teacher turnover rates. Understanding what impacts the level of job satisfaction that educators have may then help with the attraction and retention of highly trained professionals who can provide a quality education for the students who attend rural schools. Specific Research Question:The purpose of this analysis was to determine in what ways the unique characteristics of rural schools can impact teacher satisfaction levels.

The Rural Context Rural communities have countless positive benefits for the

people who live and work there. It is generally agreed upon however, that rural schools exist within in unique environment which faces additional obstacles when compared to other schools located in non-rural or urban areas (Beesley, Atwill, Blair & Barley, 2010).

Creating a comprehensive list of attributes is difficult as individual communities can be vastly different but still be considered rural.

There can be variations among the defining characteristics which classifies a community as being rural.

The Rural Context Generally, rural schools are located within communities

that : are small, have sparse settlement patterns, are distant from population concentrations, offer a limited selection of services. have fewer economic opportunities lower amounts of available resources than non-rural

communities (Monk, 2007; Fowler, 2012)

The Rural Context As community characteristics tend to influence

school conditions, rural institutions have smaller enrolment numbers, limited teaching staff, and decreased access to available resources due to financial reasons or isolation factors.

Ultimately, what separates rural and non-rural schools are the differences they exhibit due to the communities in which they are located.

Understanding Teacher Satisfaction Job satisfaction is a term which refers to the emotional

measure individuals have regarding their current work situation.

It is an affective reaction resulting from the conditions of a specific work environment, which can come from comparing desired results to actual outcomes (Knox & Anfara, 2013).

Teacher satisfaction would then refer to the level of satisfaction a teacher has regarding their current educational position, which can be affected by various school characteristics.

Understanding Teacher Satisfaction Teacher satisfaction can be influenced by a variety of

complex factors, such as an educator’s background experiences, cultural expectations, and job-related circumstances (Rapti & Karaj, 2012).

The manner in which an individual perceives these internal and external influences makes it difficult to generalize satisfaction levels among teachers, however identifying specific work conditions which have been shown to elicit positive or negative emotional responses can help predict satisfaction levels among educators.

Why Should We Be Concerned About Teacher Satisfaction? Knowing how to maintain or increase levels of job satisfaction can help

rural schools attract and retain qualified teachers. This can help maintain a consistency among established teaching routines which is important in keeping the delicate balance of rural schools in tact (Kleinfeld & McDiarmid, 1986; Boylan, Sinclair, Smith, & Squires, 1993).

Teachers who are happy with their work environments are more likely to exhibit a high level of commitment towards every aspect of their career (Ma & MacMillan, 1999).

Satisfied teachers are able to resolve minor workplace problems which can otherwise compound negative feelings experienced by dissatisfied teachers.

Educators who are less content in their positions are more likely to transfer to other locations or leave the teaching profession altogether (Inman & Marlow, 2004).

Why Should We Be Concerned About Teacher Satisfaction? Teacher satisfaction can be a valuable indicator of student

performance in the classroom. Educators who have high amounts of satisfaction contribute to the

effectiveness of a school through enhanced teaching performances, which can have a direct impact on student achievement (Woods & Weasmer, 2002).

Satisfied teachers display a higher sense of work enthusiasm, are actively involved in school routines, and display a high sense of motivation in their positions, which can help inspire and motivate students to perform well academically (Sargent & Hannum, 2005).

In order for positive gains to occur in the classroom, educators need to feel valued and respected which can positively influence work contentment.

What Factors Affect Teacher Satisfaction in Rural Areas?There are three main areas which are repeated throughout the relevant literature that have the tendency to impact teacher satisfaction in rural schools.They are:

1. Professional relationships2. The school environment3. Teaching expectations

Professional Relationships (Within The Community) Conflicting expectations towards community and

work life often exist within rural communities which teachers often find discouraging, leading to a major source of job dissatisfaction (Huysman, 2008).

Lack of personal privacy resulting from blurred social and professional boundaries negatively influence the way teachers feel about living and working in rural areas (Preston, 2012; Jenkins, Reitano & Taylor, 2011).

Professional Relationships (Within The Community) How teachers are perceived within the community can

also influence satisfaction. Educators who are not originally from the rural communities in which they teach as they are often viewed and labelled as outsiders (Trentham & Schaer, 1985).

Teachers may live in a rural area for up to ten years and still not be fully considered a ‘local’ by the majority of residents (Boylan et al., 1993). This perceived form of teacher isolation can result in negative influences towards job satisfaction.

Professional Relationships (Within The Community) Rural community members can also positively

impact teacher satisfaction. Tight social bonds exist within rural communities, resulting in a higher community involvement with the school (Preston, 2012).

These relationships can contribute to teacher empowerment, as regular communication helps to instill levels of mutual respect.

Recognition is a large contributor to teacher satisfaction (Knox & Anfara, 2013).

Professional Relationships (With Colleagues) when teachers work together in a collaborative

manner towards common educational goals, they report having higher levels of job satisfaction and an increased sense of professionalism (Woods & Weasmer, 2002).

In rural communities isolation factors and declining enrolments limit the amount of educational personnel within the school, leading to limited opportunities for collaboration and positive interactions with other teachers.

Professional Relationships (With Colleagues) Rural principals and vice-principals often have to fluctuate

between teaching duties, administrative tasks, community relations, and general school functioning responsibilities. As a result, relationship-building interactions with teachers often suffer, leaving many feeling unsupported and unrecognized in their professional duties.

Administrators need to promote accomplishments and participate in opportunities that support teaching endeavours in the classroom to increase satisfaction (Inman & Marlow, 2004). This can be difficult to accomplish in rural schools that have principals keeping up with the demands of their multifaceted roles.

Professional Relationships (With Students) Teachers have numerous opportunities to get to know

their students on a personal level inside and outside of the classroom because of the frequent interactions which occur among people in rural areas, as well as lower school enrolment numbers.

This personalized knowledge of students helps empower teachers to engage in high levels of individualized instruction (Preston, 2012) which can lead to higher achievement levels and ultimately higher perceptions of satisfaction from educators in rural schools.

The School Environment (Classroom Conditions) Rural schools generally have smaller class sizes.

Teachers can dedicate more time to constructing an individualized instructional program to meet the needs of the learners within these classes which helps promote feelings of value and worth as a professional.

Establishing good teacher-student relations while delivering differentiated lessons to a large number of students becomes difficult to do in larger classes (Fuming & Jiliang, 2007).

The School Environment (Classroom Conditions) Rural schools rely on multi-grade or multiage

configurations more so than non-rural or urban schools due to small enrolment numbers.

Many educators see this approach to teaching as a more cognitively and emotionally demanding position, which comes with a heavier workload (Proehl, Douglas, Elias, Johnson, & Westsmith, 2013). This can decrease the level of motivation a teacher has towards their educational responsibilities, resulting in lower satisfaction levels.

The School Environment (Resources and Facilities) Educational resource allotments tend to favour larger

institutions, meaning that small rural schools and districts are often left without the finances needed to purchase various curriculum supporting materials (Mulcahy, 2007).

When teachers create their own instructional resources or purchase their own classroom materials, preparation time increases.

Improving the resources available for educator usage “…helps to show appreciation of teachers’ intellectual work [which] is helpful for raising teacher job satisfaction” (Fuming and Jiliang, 2007, p. 92).

The School Environment (Resources and Facilities) Many educators feel that larger urban schools

generally receive more favourable treatment for financial services and resources than schools located in rural communities (Guenther & Weible, 1983).

Poor working conditions cause teachers to have a lower sense of empowerment and a greater dissatisfaction towards their educational duties, which can lead to an unmotivated sense of purpose in the classroom (Knox & Anfara, 2013).

The School Environment (Environmental Uncertainty) One of the most serious consequences of declining

student enrolments in rural schools is the threat of closures and consolidations (Mulcahy, 2007)

As rural schools generally have smaller numbers, they are more susceptible to change than other schools (Monk, 2007).

Consistently worrying about changing positions can increase the amount of workplace stress experienced by educators, resulting in greater reports of dissatisfaction among the teachers in rural schools.

Teaching Expectations (Duties) It is quite common for a teacher in a small rural school

to be responsible for a wide range of disciplines in multiple subject areas, regardless of skill or certification (Beesley et al., 2010).

This can influence teacher perceptions towards their professional positions, as professional competence is a key factor in job satisfaction (Ma and MacMillian, 1999).

One of the most important determinants of teacher satisfaction is the extent to which they feel successful in advancing student’s learning (Albert & Levine, 1988).

Teaching Expectations (Duties) Teachers in rural schools spend a longer amount of

time preparing for new courses or supervising students during the school day than do their urban counterparts who are a part of a larger teaching staff.

This can increase the amount of dissatisfaction a teacher feels towards their position. Davis and Wilson (2000) emphasise the fact that when teachers consistently engage in repetitive jobs that they viewed as having little meaning, their levels of job contentment decreased resulting in dissatisfaction.

Teaching Expectations (Duties) Knox and Anfara (2013) offer another perspective on

the additional responsibilities that rural teachers sometimes face. They suggest that extra roles teachers take on can also lead to a higher level of job satisfaction because of the increased recognition these roles bring.

Although extra duties can bring about a longer work day, meaningful tasks give a sense of purpose in the workplace and ultimately increase the amount of satisfaction a teacher has towards their job (Knox & Anfara, 2013).

Teaching Expectations (Professional Growth) Many rural teachers state that they get very little time to

participate in effective professional learning, due to variables such as isolation factors and teacher shortages (Jenkins et al., 2011).

Improving self-efficacy beliefs for teachers is a critical outcome of in-service training as it helps to develop a higher sense of instructional motivation and teacher efficiency, which can lead to positive student gains in the classroom (Bray-Clark & Bates, 2003).

Without in-service training, a decreased sense of professionalism can compound dissatisfaction.

Teaching Expectations (Teacher Autonomy) Pearson and Moomaw (2005) define teacher autonomy as the perception

educators have regarding the control they possess over themselves and their workplace.

It is often recognized that rural teachers have greater autonomy within the school, as they are are generally in control over the themes introduced in their class, the instructional methods employed, and the teaching materials used to cover the prescribed curriculum (Haughey & Murphy, 1983).

Having an increased sense of autonomy in school can help increase feelings of professionalism among educators, as the recognition of being qualified to make important decisions towards student learning helps give teachers a sense of purpose and value in the workplace. When autonomy is perceived in this manner it is indicative of high job satisfaction levels among teachers (Pearson & Moomaw, 2005).

Teaching Expectations (Teacher Autonomy) Teacher autonomy can also decrease satisfaction. Shared decision making responsibilities can have negative

outcomes on teachers, as the more autonomy granted can lead to higher levels of job stress which can later lead to demotivation in the workplace resulting in dissatisfaction (Davis & Wilson, 2000).

If decisions are faced with opposition and conflict, teachers may begin to question their qualifications as a professional. This may lead to a sense of personal discontent among educators who are in control over their workplace and who participate in decisions that can affect the larger school population.

Conclusions Generally, teachers who feel valued and supported by staff and

community members exhibit positive emotions which are characteristic of high workplace satisfaction.

Being recognized as an educator creates a sense of professionalism and motivation in the workplace which can be achieved by matching instructional duties to teacher qualifications.

Participating in professional growth opportunities and collaborating with colleagues towards common educational goals positively influences job perceptions.

Having a high sense of self-efficacy can lead to favourable work attitudes. This confidence can come from having access to the available resources required to fulfill one’s job or from teaching in a well-organized institution that facilitates learning.

Conclusions Unfortunately, high satisfaction levels may be difficult to attain

in rural schools. Higher degrees of professional and social isolation are common

among rural areas, which limit educational opportunities and collaborative relationships.

Smaller teaching allotments and a lower amount of financial support, which can influence the availability of resources and increase teacher workloads.

Uncertainty in job security also threatens contentment as rural schools are in a constant state of change from one year to the next.

Recommendations Since rural communities are often characterized for the

close relationships that exist within them, there is a need to establish clear boundaries between the professional and personal identities of teachers.

Administrators to be aware of the role they play in encouraging teacher satisfaction. This can be done by adopting supportive behaviours where genuine praise is given regularly, and teacher suggestions for improvement are heard.

Professional growth opportunities need to be achieved through an increased reliance on technology in rural schools.

Recommendations Defining the boundaries between empowerment and job

stress brought about by professional autonomy is another necessary step in helping to promote teacher satisfaction. This can be achieved by creating an environment where teachers can help make decisions without feelings of skepticism and resentment.

Conscious efforts from teachers, colleagues, and administrators can help improve feelings of job satisfaction, regardless of environmental conditions. Being knowledgeable with how to personally promote and maintain job satisfaction can help empower teachers as they themselves become an influential figure in creating their own happiness.

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