Abstract
Induction is a critical phase for early career teachers (ECTs) because it is where they develop their sense of professional identity and often decide whether or not to stay in the profession. Substantial research has reported high rates of rural teacher retention during induction (e.g., Ingersoll & Strong, 2011), but few researchers have examined this pattern through a geographical lens. Rural education theorists Gruenewald (2003) and Reid et al. (2010) suggest that a geographical lens is a useful way to understand the complexities of place and space—particularly rural space. Rooted in their theories, the present study aimed to address the aforementioned research gap by asking, “What does existing literature say about the impact of rural geography on the experiences of teacher induction and retention among early or mid-career teachers?” Using a secondary analysis of primary research, the study found that the two factors with the most frequent impact on induction were small administrative networks and physical distance from amenity-dense areas, while the most significant factor impacting ECTs’ desire to stay was if they were from the community. This dynamic is due to the influence of ECT background on administrative support, community acceptance, and community familiarity. The significant influence of ECT background suggests that the most impactful aspect of rural geography is not inherent to the natural environment, but rather socially constructed by those within the rural spaces. Implications of such findings for induction programming and further research are discussed.
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