Embedded in education: exploring rural remote teachers' perspectives of connection on attraction, retention, and attrition in southeastern Montana schools

Abstract

Rural remote schools face persistent challenges in attracting and retaining qualified teachers, particularly in geographically isolated areas such as Southeastern Montana. A critical gap exists in understanding the perspectives of rural remote teachers themselves--insight that is essential to developing sustainable and equitable strategies for teacher retention. This study explored the perspectives of K-8 teachers in Southeastern Montana to identify the embeddedness factors that influence their decisions to accept and remain in rural remote teaching positions. Drawing on the Teacher Embeddedness Framework (Larkin et al., 2021), this research examined how individual, organizational, and community factors interact to shape long-term teacher commitment. A qualitative case study approach was used, involving semi-structured interviews with current and former rural remote teachers. Participants were purposefully selected based on school location and employment history. Interview data were coded thematically within six embeddedness factors: fit, links, assets of both school and community. Findings highlight that teacher attraction and retention are strongly influenced by supportive school culture, meaningful relationships with students and families, and a sense of belonging within the community. Leadership practices played a pivotal role--teachers were more likely to stay when school leaders fostered inclusive environments, respected teacher voice, and maintained open communication. Early-career and alternatively certified teachers benefited from structured mentorship, while community partnerships and supports. Conversely, teachers who left often cited misalignment with school values, lack of support, and financial strain. The study concludes that addressing teacher attraction and retention in rural remote schools requires a multi-layered approach that acknowledges both emotional and structural factors.