Impact of context-tailored rural teaching placements on preservice teachers’ commitment to teach in a rural area

Abstract A common strategy for jurisdictions confronting teacher shortages in rural schools is to support programs that encourage preservice teachers to undertake placements in rural areas. This strategy assumes that exposure to rural schools will increase the likelihood that participants will take up teaching positions in rural areas. There is, however, limited evidence of the impact of these programs. This paper reports on mixed-methods research into a placement program that connects preservice teachers to both rural government schools and the local community. The program had a statistically significant positive impact on preservice teachers’ commitment to teach in a rural setting. Uniquely, this study showed the impact of a rural placement program on preservice teachers with varying levels of initial commitment to work in a rural area. While those with low initial commitment were, on average, most positively impacted by the experience, responses of all participants were highly individual. Qualitative data provides insight into these individual responses.