Abstract
This study sought to identify the characteristics of teachers who have persevered in teaching in rural Alaska. A questionnaire was disseminated to all Alaskan teachers in rural school districts who had been teaching in the same district for seven or more years without interruption. The population consisted of one hundred and fifty teachers, of whom one hundred and five responded. The annual turnover rate in Alaskan public schools is three to four times the national rate. The literature review indicated that nationally teachers left their profession because of insufficient financial incentives, lack of public appreciation for their work, violence in the classrooms, and burnout. In the case of Alaska, additional factors identified were inadequate housing, isolation, difficulty communicating with the indigenous population, lack of adequate medical care, and the harsh climate. Teachers came and stayed in rural Alaska for four major reasons. In order of importance, they were: (1) job challenge and excitement; (2) the desire to be part of a small community; (3) immediate and long-term financial incentives; and (4) the desire to be close to a wilderness area. Other factors appear to condition the willingness of teachers to remain in rural Alaskan schools. Persevering teachers were able to develop a sense of oneness with the local community that compensated for the absence of amenities. Respondents expressed a sense of community with rural Alaska and its rural population. Teachers are also more likely to remain for extended periods if recruiters approach them in a spirit of complete honesty and provide them with all the relevant facts before offering a contract. Rural school districts need to address the following factors to help motivate teachers to stay longer in a particular rural site: (1) orient teachers to work and life in a small community; (2) inform teachers candidly and fully of what to expect in a pioneer, wilderness situation; (3) fully train new teachers in the unique challenges of working in rural Alaska; and (4) keep economic incentives attractive. Recruiters should also try to attract teachers who meet as many of the characteristics of the study group of persevering teachers as possible. (Abstract shortened with permission of author.).