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Author ORCID Identifier

https://orcid.org/0000-0001-7359-002X

Publication Date

2026

Abstract

This study examines the recruitment and retention of secondary mathematics teachers in rural southwest and south-central Virginia public schools from the perspectives of school principals. Guided by three research questions focused on retention, recruitment, and opportunities for improvement, the study employed a constant comparative analysis of semi-structured interviews conducted with principals from 10 rural middle and high schools. Findings indicate that many schools have historically benefited from long-term teacher retention reinforced by strong community ties and supportive school environments. However, anticipated retirements, salary competition within the region, and increasing challenges in recruitment are beginning to place strains on schools. Principals reported increasing their reliance on teacher overloads, provisionally licensed teachers, long-term substitutes, and virtual course offerings to ensure coverage of all of the state-required mathematics courses. At the same time, principals identified promising strategies for strengthening the mathematics teacher pipeline, including supportive administrative practices and participation in Virginia’s Teachers for Tomorrow dual enrollment program. These findings highlight both the vulnerabilities and potential opportunities facing rural districts seeking to sustain a stable and qualified secondary mathematics teacher workforce.

Volume

20

Issue

1

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