Teaching in Australian rural and remote locations: thriving in practice and place

Abstract This study is an investigation into non-cognitive factors associated with rural and remote teaching practice. Whilst there is a substantial workforce of committed teaching professionals thriving in both their work and personal lives beyond the classroom, preparing and retaining teachers in rural and remote contexts remains a persistent challenge. We report the findings of a study of twenty current rural and remote early in-service teachers which explored their experiences of residing and working in rural and remote settings. Thematic analysis of interview transcripts generated eight substantive themes related to the participants’ work and lives: career decision-making, dispositional traits, university learning experiences, the importance of relationships, confidence in classroom practices, appraisals about rural and remote teaching, connection to place, and thriving. The findings of this study contribute additional evidence of the non-cognitive attributes in relation to Social Cognitive Career Theory required by early in-service teachers to thrive in these distinct and different contexts and reveals implications for pre-service teacher programs to ensure adequate preparation for rural and remote teaching practice.