Abstract
South Carolina (SC) has enacted a rural teaching initiative designed to provide financial incentives to attract teachers to their high needs rural districts. The plans have components that address both loan repayments and tuition subsidies; however, it is unknown which of the two options may be more incentivizing. Our analysis suggests that a reframing of the loan repayment to a tuition subsidy is not associated with stronger preference for teaching for at least five years in rural high needs districts. However, we uncovered positive associations between respondents' degree of confidence in their own self-efficacy (b=1.24, p=.008) and general openness to teach in high needs districts (b=1.63, p<.0001) with the response variable.
Recommended Citation
Tran, Henry; Hogue, Alison M.; and Moon, Amanda M.
(2015)
"Attracting Early Childhood Teachers to South Carolina’s High Needs Rural Districts: Loan Repayment vs. Tuition Subsidy,"
Teacher Education Journal of South Carolina: Vol. 8:
No.
1, Article 11.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol8/iss1/11