TEACHER SHORTAGES IN ARKANSAS RURAL SCHOOL DISTRICTS: EMPLOYED TEACHERS’ PERCEPTIONS OF THE IMPACT ON THEIR EFFECTIVENESS
Abstract
ABSTRACT
TEACHER SHORTAGES IN ARKANSAS RURAL SCHOOL DISTRICTS: EMPLOYED TEACHERS’ PERCEPTIONS OF THE IMPACT
ON THEIR EFFECTIVENESS
Carloss Guess
Teacher shortages in rural school districts remain a persistent challenge that affects instructional quality, teacher workload, and professional sustainability. The purpose of this qualitative phenomenological study was to explore how teachers in rural Arkansas perceive the impact of staffing shortages on their instructional roles, workload, and professional well-being. Data were collected through semi-structured interviews with 10 K–12 teachers representing elementary, middle, and high schools and across varying career stages. Interview transcripts were analyzed using an inductive qualitative approach and the constant comparative method to identify recurring patterns and themes (Lincoln & Guba, 1985). Six themes emerged from the analysis: workload intensification, emergency and provisional staffing practices, reduced planning time, informal mentoring and collegial support, emotional exhaustion and professional frustration, and the need for systemic reform. Participants described staffing shortages as significantly increasing professional responsibilities while reducing opportunities for instructional planning and collaboration. Teachers also reported emotional strain associated with prolonged staffing instability but emphasized the importance of collegial support in managing these challenges. Findings suggest that rural staffing shortages influence not only teacher workload but also perceptions of instructional effectiveness and professional sustainability. Implications underscore the importance of retention-focused leadership practices, improved working conditions, and policy strategies to address the structural challenges in rural teacher recruitment and retention.