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--- |\n| Arizona State University |  |\n| Volume 33 Number 63 October 7, 2025 ISSN 1068-2341 |  |\n\nThe Double Bind: Exploring Teacher Retention in South  \nCarolina's Rural Schools  \nAli Jahanaray  \nClemson University  \nUnited States  \nCitation: Jahanaray, A. (2025) . The double bind: Exploring teacher retention in South Carolina's rural schools. Education Policy Analysis Archives, 33(63). [https://doi.org/10.14507/epaa.33.9237](https://doi.org/10.14507/epaa.33.9237)  \n[Abstract](Abstract: Teacher turnover in rural schools remains a primary concern for public education in)[:](Abstract: Teacher turnover in rural schools remains a primary concern for public education in)[ Teacher turnover in rural schools remains a primary concern for public education in](Abstract: Teacher turnover in rural schools remains a primary concern for public education in)[ ](Abstract: Teacher turnover in rural schools remains a primary concern for public education in)[the United States](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.  \nKeywords: rural education; teacher retention; community connection; funding inequities; inclusive education  \nLa doble atadura: Explorando la retención de docentes en las escuelas rurales de Carolina del Sur  \nResumen: La rotación de docentes en escuelas rurales sigue siendo una preocupación central para la educación pública en los Estados Unidos, especialmente en el sur, donde las tasas son más altas. Este estudio de caso examina las experiencias de docentes rurales en Carolina del Sur,  \nexplorando cómo las desigualdades estructurales, las identidades profesionales y las comunidadessociales configuran la retención. Los hallazgos destacaron cinco temas interrelacionados: apoyodel liderazgo, desafíos de financiamiento y equidad, cultura escolar y comunitaria, educacióninclusiva, y presiones de políticas y evaluaciones. Estos temas ponen de relieve que la retencióndocente está influenciada por cómo el acceso a recursos, las redes sociales relacionales y la (des)alineación cultural apoyaron a los docentes, y cómo las inequidades de financiamiento y las políticas obligatorias socavaron su permanencia. Este estudio resalta la necesidad de una reformade políticas en la asignación presupuestaria, un aumento en la inversión fiscal y la mejora de las estructuras de apoyo para abordar los desafíos específicos que enfrentan los docentes rurales. Palabras clave: educación rural; retención docente; conexión comunitaria; inequidades definanciamiento; educación inclusiva  \nO duplo dilema: Explorando a retenção de professores nas escolas rurais da Carolina do Sul Resumo: A rotatividade de professores em escolas rurais continua sendo uma preocupação central para a educação pública nos Estados Unidos, especialmente no sul, onde as taxas são maisaltas. Este estudo de caso examina as experiências de professores rurais na Carolina do Sul, explorando como as desigualdades estruturais, as identidades profissionais e as comunidades sociais moldam a retenção. Os achados destacaram cinco temas inter-relacionados","cbCainV4bHw673CT","https://ap.wps.com/l/cbCainV4bHw673CT","pdf",348309,18,"English","# Abstract\n## Research focus\n## Key themes\n## Policy implications","[{\"question\":\"What issue does the study focus on in rural schools?\",\"answer\":\"The study focuses on teacher turnover and its impact on teacher retention in U.S. rural public schools, especially in South Carolina and the broader southern region.\"},{\"question\":\"Which five interrelated themes shape teacher retention in the findings?\",\"answer\":\"The findings highlight leadership support, funding and equity challenges, school and community culture, inclusive education, and policy/testing pressures.\"},{\"question\":\"How do funding inequities and policies affect rural teachers’ persistence?\",\"answer\":\"The study reports that funding inequities and mandated policies undermine retention by weakening resources and support, even when relational networks and cultural alignment help some teachers persist.\"}]","The Double Bind - Exploring Teacher Retention in South Carolina's Rural Schools | PDF",1792094485,45]