| The problem addressed in this study was the need to identify more teachers of high quality from rural communities willing to teach in rural communities. The purpose of the study was to determine the factors that influence the intent of high school students from rural communities in eastern North Carolina to teach in a rural community.; Focus groups were conducted at high schools located in seven rural school systems. Data were collected from seniors who were purposely selected from the school database. Criteria for selection included a minimum 2.5 grade point average (GPA), having taken then scholastic aptitude test (SAT), and participation in some pre-collegiate teacher preparation activity.; Data analysis concluded that (a) students indicated a strong desire to pursue postsecondary education, (b) students looked toward self-interests, personal strengths and financial benefits when deciding career choice, (c) influential people in the students' social network factored into the career decision making process, even more than career development experiences, (d) teachers did not encourage students to select teaching as a career choice, (e) students who had selected teaching did so based on a desire to impact others, the belief that they have the ability to teach and the fact that they enjoy children, (f) teaching, discipline, salary, lack of patience, mother's advice, and different interests and opportunities were listed as deterrents to not pursuing teaching as a career, and (g) the decision to return or not return to their rural community impacted students' career choices.; Findings, implications and recommendations reported as a result of the data analysis focused on students' plans for postsecondary education, career development experiences, specific career choices, intention to return to or not return to the community, and the impact of returning or not returning to the community on career choice. Recommendations for future research focused on efficacy of designing and implementing high interest programs specific to teaching beginning in middle school, teacher influence on recruitment of students into teaching, and effectiveness of community programs that foster youth civic engagement. |
