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Confirmation of Candidature - Candidate : Tessa McCredie

Developing Teacher Suitability for Rural and Remote Practice: A non-Cognitive Approach
17 OCT 2022
1.30 PM - 3.00 PM

Staffing in regional and remote schools in Australia continues to be a significant challenge impacting on student outcomes and the wellbeing of teachers in these contexts. Understanding the attributes of thriving teachers, graduate teacher success, and pre-service teacher intention to teach in rural and remote areas are fundamental to solving the persistent challenge of staffing in rural and remote schools. The proposed research will investigate the non-cognitive factors which influence pre-service and early career in-service teacher's intention to teach in rural and remote teaching contexts in Australia. This explanatory mixed methods research (Clark, 2019) incorporates two sequential phases to identify (a) if self-efficacy and outcome expectation mediates the relations between dispositional traits and intention to teach in rural and remote contexts and (b) to examine which person inputs and contextual factors influence the relations among dispositional traits, self-efficacy and outcome expectations, and intention to teach in rural and remote teaching contexts. There is an emerging acknowledgement of the non-cognitive factors of thriving teachers and links found between non-cognitive factors, teacher effectiveness, wellbeing, and retention of teachers in the profession. This study will generate new knowledge to assist in supporting future teacher workforce needs, inform rural preparation interventions in initial teacher education programs, and contribute to the retention of thriving teachers in rural and remote teaching contexts. 

For more information or zoom link, please email the Graduate Research School or phone (07) 4631 1088.  The zoom links are included in the ReDTrain Bulletin.