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Lyons T. Teachers' motivations for working in rural schools. 2009.
Please use this identifier to cite or link to this item: http://e-publications.une.edu.au/1959.11/5307
Teachers' motivations for working in rural schools
This paper reports on the analysis of qualitative and quantitative data concerning Australian teachers' motivations for taking up, remaining in, or leaving teaching positions in rural and regional schools. The data were collected from teachers (n = 2940) as part of the SiMERR National Survey, though the results of the qualitative data analysis were not published with the survey report in 2006. The teachers' comments provide additional insight into their career decisions, complementing the quantitative findings. Content and frequency analyses of the teachers' comments reveal individual and collective priorities which together with the statistical evidence can be used to inform policies aimed at addressing the staffing needs of rural schools.
Innovation for Equity in Rural Education: Proceedings of the International Symposium For Innovation in Rural Education (ISFIRE), p. 167-177 (2009) -- isbn:9781921208362 -- University of New England -- 2009