Qualitative study finds that structured induction eases community and workplace transitions for rural educators, suggesting tailored onboarding supports novice teacher retention.
One of the larger challenges faced by rural schools involves hiring and retaining teaching staff. Induction has the potential to support teachers’ retention in the profession. This qualitative study uses data generated from 12 interviews with employees who work in a rural school district in the southeastern United States. Our goal was to gain understandings as to how induction programs for new teachers attend to the realities these teachers experience as they adjust to the communities to which they are assigned. We likewise identify the supports offered to new teachers as they navigate rural contexts. Findings suggest that induction practices can ease novice teachers into the profession by assisting them in navigating a variety of workplace and community, contexts.
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Bell et al. (2026) studied this question.
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