ISSUES of teacher recruitment and retention in rural and isolated areas have received considerable attention in Australia and North America. Research findings have influenced policy and many training incentive programs and packages are in place. Litle attention, however, has been given to long-staying rural teachers and why they are satisfied to stay in locations which others in the profession find disagreeable. This report analyses available studies and, among other things, reveals much variation in the definition of ‘long-staying’. A survey was administered to 427 long-staying rural teachers, teachers who had been in their current school for at least six years and were not planning to move within twelve months. It sought information on professional pre- and inservice education, satisfaction, commitment and community. There emerged a profile of a professionally satisfied, community integrated, family oriented teacher who enjoyed the rural lifestyle and environment. The results carry strong messages for teacher education and teacher selection processes.
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