Attracting and Retaining Teachers in Rural Australia: How Principals Respond to Teacher Shortages

Persistent teacher shortages in rural schools continue to challenge the provision of equitable, high-quality education. While research has documented the difficulties of recruiting and retaining teachers in these contexts, less attention has been given to how the conditions of teaching are shaped through leadership in contexts of workforce instability. This study examines how principals in rural schools in Victoria, Australia, respond to ongoing shortages through place-responsive leadership strategies. Drawing on qualitative interview data from principals across diverse rural school settings, the study identifies three interrelated practices: cultivating place-based recruitment pathways, fostering retention through care, professional development and wellbeing, and sustaining the workforce through community embedded practices. These practices shape the conditions under which teachers work by strengthening relationships, supporting wellbeing, and fostering belonging. The study conceptualises workforce sustainability as a professional condition actively constructed through leadership in context.