Changing Times: Rural Teachers' Comment on the Quality of Their Work Life.

To discover how rural teachers in British Columbia felt about the quality of their work life, researchers surveyed all 1,148 teachers in the 242 elementary and secondary British Columbia schools that met the project's definition of "rural." Questionnaires, returned by 528 teachers (46%) were divided into five major areas: work conditions, teaching related matters, teaching matters, student related matters, and occupation related matters. Only 22% of the respondents were moderately or highly satisfied with their appointments. The majority were disenchanted with the quality of their work life. The teachers expressed major dissatisfaction with the public's perception of schools and teachers and with school board policies concerning professional development (sabbatical leave, inservice opportunities, formal study), contractual agreements (board-teacher consultations, retirement benefits), personnel matters (promotion, evaluation, hours for preparation and correction, involvement in district decision-making), and support services (consultation, aides, student diagnostic services). Teachers found satisfaction in those aspects of teaching which nurtured affiliation, professional esteem, and achievement. They were pleased with negotiated benefits, most teaching matters, professional relationships, and opportunities for local decision-making. The results can be used to acquaint graduating students with rural teachers' perceptions of their work and to extend the understanding of high teacher turnover. (SB)