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Full-Text Articles in Education
Rural Teachers’ Burnout, Well-Being, And Covid-19 Related Stress During The Pandemic, Jennifer D. Deaton, L. Dianne Borders, Carrie Wachter Morris, Jasmine L. Garland Mckinney, Saron Fantahun, Alexandria N. Smith
Rural Teachers’ Burnout, Well-Being, And Covid-19 Related Stress During The Pandemic, Jennifer D. Deaton, L. Dianne Borders, Carrie Wachter Morris, Jasmine L. Garland Mckinney, Saron Fantahun, Alexandria N. Smith
The Rural Educator
To date, researchers have not explored the impact of the COVID-19 pandemic on the well-being of rural teachers specifically. Rural schools already faced long-standing issues of lower salaries, professional isolation, teacher shortages, and technology challenges, suggesting rural teachers may have experienced even higher levels of distress due to the pandemic. Overall, however, teachers from one rural county school system in the southeastern United States reported moderate COVID-19 concerns, low distress, and moderate well-being. Results could reflect responses characteristic of rural resilience. Further study is needed to explore teachers’ unique coping strategies.
Promising Practice: Book Studies As Professional Development For Rural Teachers, Erika L. Bass, Anthony Olson
Promising Practice: Book Studies As Professional Development For Rural Teachers, Erika L. Bass, Anthony Olson
The Rural Educator
This promising practice article describes conducting book studies as professional development in rural communities. In this article, we share our understanding of the importance of this type of professional development in rural schools, as well as considerations for those who wish to start something similar in their districts.
Exploring Collaborative Professionalism As A Means Of Virtually Supporting Rural Teachers, Martha Inouye, Ana K. Houseal, Clare Gunshenan, Angus Mcreynolds, Mark Perkins
Exploring Collaborative Professionalism As A Means Of Virtually Supporting Rural Teachers, Martha Inouye, Ana K. Houseal, Clare Gunshenan, Angus Mcreynolds, Mark Perkins
The Rural Educator
Thirty percent of US teachers work in rural schools where geographic isolation and lack of peers can make it difficult for them to engage in collaborative professional relationships with colleagues. Facilitated professional development can be used as a way to build these networks. Using a situative perspective in which teachers are viewed as experts and agents in their own professional learning and by capitalizing on the rapid increase in understanding and use of video conferencing in 2021, the research team developed an open-enrollment, co-designed series of workshops for rural teachers in the intermountain West. The team was interested in how …