Authors:
Robert Mitchell, University of Colorado Springs, United States of America
Patrick Hampton, The University of Notre Dame Australia, Australia
Robinson Mambwe, University of Zambia, Zambia
Email: rmitchel@uccs.edu
Published: December 4, 2022
https://doi.org/10.22492/ije.10.3.01
Citation: Mitchell, R., Hampton, P., & Mambwe, R. (2022). Teacher Futures: Global Reaction to Teacher Shortages in Rural Locations. IAFOR Journal of Education, 10(3). https://doi.org/10.22492/ije.10.3.01
Abstract
Upcoming changes in the teacher labor supply will have an impact on nations that provide government-based education for their youth. Faced with a significant global shortfall of educators, most countries have taken steps to incentivize teaching as a profession and ensure that qualified teachers are available to students in all locations – particularly in rural environments. To understand these initiatives more thoroughly, a short-term policy analysis focused on incentives for teacher labor through a lens of governmental policy implementation has been completed. This resulted in a review of the efforts three nations (Australia, the United States and Zambia) have undertaken to ensure a viable and consistent teacher workforce in rural areas. While each nation has specific factors that contribute to current and projected shortages, each also provides unique solutions to assist in resolving this ongoing issue. Through the examination of multiple hiring factors and incentives used in each location, a better understanding of the specific challenges and strategies employed to secure a viable teaching workforce has been developed. Outcomes related to this policy analysis showed commonalities in the lack of developed strategies to prepare rural educators to address teacher shortages in more remote regions. In addition, while education leaders in each country continue to publicly call for additional support for rural teachers – very little legislation or policy implementation has been enacted to bolster this subsection of public education in any of the specified nations. Additional discussion about the long-term concerns regarding rural teacher supply and student equity is also developed.
Keywords
global education, incentivize teaching, rural education, teacher shortage