Common Challenges Faced By Rural Principals: A Review of the Literature

Abstract


 
 
 
 Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003–2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system.
 
 
 
 

Homegrown rural school leaders

“…The important relationships that principals need to build with community members can be formed by immersing themselves in the community and knowing the key players and the important issues in the community (Renihan & Noonan, 2012). Preston, Jakubiec, and Kooymans (2013) stated the importance of knowing the community: "Successful rural principals realize that the school is a symbol of the community's social wealth, economic prosperity, and overall identity" (p. 3). Building relationships with school and community stakeholders is much more difficult for a principal from outside of the community, suggesting that community ties and history play an integral role in creating and maintaining positive relationships and creating a positive learning culture (Renihan & Noonan, 2012).…”

“…These results were echoed in a study of rural principal candidates by Townsell (2007), who surmised that candidates who understand the culture of a rural community, have rural backgrounds, and value the benefits of a small community are more successful than those without those traits. Their history and relationships with the community better equip them to deal with tensions with stakeholders, especially when implementing change (Budge, 2006;Lock & Oakley, 2012;Montgomery, 2010;Preston et al, 2013). On the other hand, principals who do not have a history with the community are often looked at with suspicion by community members (Preston et al, 2013).…”

“…Their history and relationships with the community better equip them to deal with tensions with stakeholders, especially when implementing change (Budge, 2006;Lock & Oakley, 2012;Montgomery, 2010;Preston et al, 2013). On the other hand, principals who do not have a history with the community are often looked at with suspicion by community members (Preston et al, 2013).…”

“…In conclusion, the rural principal not only has the expectation of forming trusting relationships with his/her students and staff but is also expected to form strong relationships between the school and community (Clarke & Stevens, 2009;Preston et al, 2013). Little and Miller (2001) discussed "community fit perceptions," which refers to district leaders placing high importance on how closely the candidate's background meshes with the district and the community's identity and values.…”

“…Additional drawbacks to rural principal positions are that these principals work longer hours with lower pay than urban peers, with less power and fewer resources to complete professional tasks (Wood et al, 2013). These challenges not only deter principals from applying to rural districts but also increase the likelihood that rural principals will not remain in their position for longer than a few years (Preston et al, 2013).…”