The double bind: Exploring teacher retention in South Carolina's rural schools

Abstract

Teacher turnover in rural schools remains a primary concern for public education in the United States, especially in southern states, with higher rates of turnover. This case study examines the experiences of rural teachers in South Carolina, exploring how structural inequalities, professional identities, and social communities shape retention. The findings highlighted five interrelated themes: leadership support, funding and equity challenges, school and community culture, inclusive education, and policy and testing pressures. These themes highlight that teacher retention is influenced by how access to resources, relational social networks, and culture (mis)alignment supported teachers, and how funding inequities and mandated policies undermined their persistence. This study emphasizes the need for policy reform in budget allocation, increasing fiscal investment, and improving support structures to address the specific challenges faced by rural teachers.