Shortages of teachers in rural areas is nothing new. In
fact, it has been a problem for more than a century, as teaching graduates
struggle to deal with a range of issues, from isolation and unfamiliarity to
limited resources and distance from the city.
Fortunately, an independent review into regional, rural and remote education was commissioned by Education Minister Simon Birmingham in
February, with the final report expected by the end of the year.
This is a serious topic given how many students attend
regional and remote schools, thus it’s important to identify why so many
teaching grads struggle to adapt to the country.
One of the main reasons for this predicament is that
teaching hopefuls see rural schools as a stop gap — finish their degree, spend
one or two years in the role and then apply for a gig closer to the city, with
experience to bolster their CV. This is an understandable career trajectory,
especially for those who grow up in a metropolitan environment, but it is vital
that at least some proportion of teachers in regional areas are planning on
being there for a while.
This is not a phenomenon limited to the education
profession. The old notion of spending decades at a single company is a thing
of the past in an economy where tools like Seek and LinkedIn allow full-time
workers to constantly compare their current jobs with prospective ones.
Another factor is the lifestyle. The differences between the
country and the city are obvious, and the availability of facilities such as
gyms, entertainment complexes and shopping centres, as well as diverse dining
and nightlife options, can make metropolitan schools a more attractive
proposition.
A lack of resources in remote schools might not be an issue initially
but it can certainly become one over time. Schools with small budgets and a
lack of government assistance can be prone to lagging internet and outdated
technology, which can make it difficult for teachers to do their job to the
best of their ability.
There is no obvious answer that springs to mind that will
solve these various problems. Perhaps it includes financial incentives for
young teachers who spend a certain number of years at a rural school, or maybe
regional-centric personal development that could lead to more senior roles in
other remote communities.
It is naïve to think there is some magical quick fix, but
for the sake of regional schools and students, hopefully inroads are made
sooner rather than later.
