Challenges and Professional Support for Principals at Rural Schools for Sustainable Development

Abstract

This study aims to explore the challenges faced by principals in rural schools in Taiwan and the professional support they require to improve leadership and school management. Utilizing focus group interviews, data was collected from 16 participants (7 women and 9 men), focusing on issues such as limited cultural capital, student retention, teacher shortages, poor student performance, and insufficient school funding. This research highlights the specific challenges of teacher retention, student mobility, and administrative burdens. The key professional support identified includes targeted professional development, curriculum inspection, parental engagement, and collaboration with colleagues and experienced principals. This study suggests that creating professional development communities, fostering collaborative networks, and increasing administrative support can significantly enhance rural school leadership and improve education quality. The findings offer practical insights for policymakers to tailor support systems to meet the unique needs of rural school principals in Taiwan, drawing on successful strategies from both local and international contexts to ensure sustainable educational leadership and development.

1. Introduction

Education is a fundamental pillar of sustainable development, providing individuals with knowledge, skills, and opportunities for personal growth and socioeconomic advancement. Rural schools face a multitude of challenges that can impede the achievement of quality education outcomes. Sustainable development in rural schools is a complex process that requires the involvement of all stakeholders [1] and can be achieved through the use of appropriate technologies and the involvement of local communities [2] and through the provision of quality education, infrastructure, and services [3]. One study found that Non-Governmental Organizations (NGOs) and schools are promoting education for sustainable development in rural areas [4]. Another study discusses the creation of sustainable learning environments in South African rural schools [5]. The professional support and assistance required by principals is a topic worthy of attention [6,7,8,9,10,11,12,13,14,15,16,17,18,19].

The recent literature emphasizes integrating global educational trends with local contexts in Taiwanese school leadership. Hallinger and Walker [20] stress the importance of adapting global strategies to local cultural and institutional specifics for effective leadership. Pan, Nyeu & Cheng [21] showcase Taiwan’s leadership practices as models that enhance educational outcomes and provide strategies for managing multicultural environments, respectively.

The previous research also shows that principals face new and unprecedented educational challenges, including the sweeping impact of poverty, pressure on student achievement, community decline, lack of financial resources, and many other issues, many of which intertwine to make the principal’s job even more difficult and complex [22].

Traditionally, the principal focuses on managing the school environment through goal setting, budgeting, resource allocation, maintaining an orderly environment, and evaluating teachers [23]. Due to their particular situation, principals at rural schools often face more difficulties and challenges. What professional support and assistance do they need? This is an issue that needs more attention [8,12,13,17,18,23,24,25]. Numerous studies have discussed the particular situation of school principals in rural areas [8,17,18,26,27,28,29,30,31,32]. Miller points out that rural principals feel that their school personnel and students are resilient; they like their jobs but have a sense of professional isolation, and changing socioeconomic policies leads to heavy work [27]. Hardwick-Franco emphasized the 3Rs of principals—relationship, responsibility, and resources—and that the more a principal serves at a remote school, the more support is needed. Policymakers and senior educational leaders need to recognize that rural principals often face hiring constraints and lack professional development, administrative assistance, teachers in specialized areas, and physical resources [17]. There needs to be more administrative support, with ancillary personnel such as receptionists, bursars, grounds staff, and other part-time employees. However, standardized compliance requirements issued at the federal, state, and district levels apply to all schools, irrespective of size or location. The principals of larger schools have a greater capacity to delegate and share management tasks, but this is a luxury not afforded to their rural counterparts. The demands of life in small rural communities create peculiar circumstances for principals [31].

Taiwan’s recent teacher education reforms prioritize competency-based training and rigorous quality assurance to elevate educational standards, reflecting global efforts to tackle teacher shortages and enhance professional practices, as highlighted in UNESCO’s comprehensive report on global educational trends [32,33]. Teacher education in Taiwan is structured to prepare educators for various roles, including that of a school principal. Becoming a principal typically involves completing a teacher education program, gaining extensive teaching experience, and pursuing further studies in educational administration [34]. To qualify for principalship, candidates must pass rigorous examinations and evaluations [35]. Taiwan’s rural education faces significant challenges, such as teacher shortages and a digital divide, with 70% of students lacking online learning devices. Systemic reforms, higher teacher salaries, and localized training are necessary to enhance educational quality and outcomes [36,37]. Recent studies highlight the growing education gap in Taiwan, which has especially been worsened by the pandemic. Rural areas face limited technology access, resource shortages, and a lack of qualified teachers, impacting student performance [38,39]. In rural schools, principals play a particularly crucial role due to the unique challenges these schools face, such as limited resources and smaller student populations. Effective leadership in these areas is essential for maintaining educational quality and fostering community engagement [40]. Principals in rural settings often serve as educational leaders and community figures, making their role vital for the success and sustainability of these schools [41,42]. This research examines the difficulties and challenges principals at rural schools face and the professional support and assistance they need. It also aims to make conclusions and suggestions for principals at rural schools in Taiwan.

1.1. The Support System for School Principals

Support systems for school principals are crucial in enhancing their leadership effectiveness and overall school performance. Effective support systems typically include professional development programs, mentorship opportunities, and administrative support. Professional development programs are designed to enhance principals’ leadership skills, offering training on instructional leadership, school management, and community engagement [43]. Mentorship, often provided by experienced principals, helps new leaders navigate the challenges of their roles, offering guidance and practical advice [44]. Administrative support from district offices and educational agencies is also vital, providing principals with resources, policy guidance, and logistical assistance to manage their schools effectively [45]. Additionally, collaborative networks among principals allow for the exchange of best practices and mutual support, fostering a sense of community and shared learning [46,47,48,49].

Regarding the school principal support system, the Council of Chief State School Officers (CCSSO) is a nonpartisan organization that represents U.S. state and territory education leaders, focusing on educational policy and leadership development [50]. The Council of Chief State School Officers [51] proposes three actions for U.S. educational policy: Action 1: To ensure high-quality teaching and learning that meets the College and Career Ready Standards (CCRSs), a shared vision must be developed for principal leadership. State agencies must begin this work by developing a clear vision in supporting high-quality instruction consistent with CCRSs and should define the breadth of content knowledge required and other specific practices necessary to ensure that educators can tailor instruction to meet the needs of all students; Action 2: Leverage partnerships to ensure professional learning supports the principal’s cited vision for the school. States can facilitate the achievement of school visions by working directly with principals or providing school principals with professional learning. States should work with school districts, school principals’ associations, regional service agencies, regional and content centers, and other groups to ensure principals are supported and engaged in learning on student needs and aligned with the state vision; Action 3: Establish a two-way communication mechanism between principals. Develop a daily communication system to ensure that principals receive important messages and can provide feedback on implementation and support strategies. It can be materialized directly from national educational institutions or through partners.

Based on a broad understanding of how principals can improve teaching and learning, a framework for implementing improvements has been formulated by the Center for Educational Leadership, College of Education, University of Washington (2021): (1) Develop a vision to support the principal; (2) Assess and identify school system approaches that support principals’ strengths and next steps as instructional leaders; (3) Demonstrate technical assistance needs; (4) Highlight areas that require inquiry and subsequent policy development. In addition to the above, the Wallace Foundation points out that the focus of cultivating high-quality novice principals is as follows: (1) Adopting school leadership practices and performance standards for managing principal cultivation, recruitment, and evaluation and their support; (2) Improving the quality of principal preparation; (3) Adopting a merit-based recruitment and placement practice so that the principal candidates can meet the school’s needs; (4) Implementing on-the-job evaluation and support for new principals [24]. For instance, a mentorship system provides a support person for new principals with whom they can share experiences, school-related problems, and concerns. It was found that new principals do not know much about handling school situations, and the mentorship process prepares them for principalship [51].

From the above, it is evident that the CCSSO policy on supporting school principals involves three actions: developing a shared vision for principal leadership, leveraging partnerships for professional learning, and establishing a two-way communication mechanism between principals. The Center for Educational Leadership at the University of Washington provides guidance for implementing this work. The Wallace Foundation emphasizes training high-quality novice principals by adopting school leadership practices, improving principal preparation, adopting merit-based recruitment and placement practices, and implementing on-the-job evaluation and support, such as mentorship. In both the U.S. and Taiwan, principals face similar challenges in leadership and management, particularly in rural settings where resource limitations and professional isolation are common. However, while the U.S. emphasizes structured support systems like mentorship and professional development, Taiwan’s focus on localized leadership practices, shaped by its unique cultural and institutional factors, offers a distinct approach. These insights from the U.S. context provide valuable comparisons that can inform Taiwan’s efforts to enhance rural school leadership.

1.2. The Past Research on Principals at Rural Schools

Amongst the various relevant studies are those related to the central support system [52,53,54] and those related to rural principals [31,55,56]. School leadership is an exciting but challenging job. Many of the challenges faced by principals at small schools located in rural and remote communities also need to be addressed by principals in suburban and urban areas [31]. Fulfilling the leadership duty of a principal takes work, especially in rural schools [8,17,18,27,28,29,30,31,32,57,58,59,60].

Research across various geographical contexts highlights common challenges faced by principals in rural schools. In Indonesia, studies show that rural schools often grapple with issues like poor economic conditions, low educational awareness, inadequate school infrastructure, insufficient teacher salaries, and lax government oversight [56]. These factors contribute to maintaining disadvantaged schools and aligning them with established quality standards. Similarly, in Australia, an interpretive study identified five key themes that rural school principals experience: encountering uncertainty, strengthening sensitivity, developing confidence, tolerating ambiguity, and enhancing professional identity, reflecting a unique leadership environment shaped by complex individual and community factors [56].

Moreover, a survey by Salazar highlighted the primary areas for professional development needed by rural principals, including establishing team commitment, fostering a learning organization, motivating continuous improvement, setting instructional directions, enhancing effective communication, and facilitating change processes [58]. These development areas are crucial for principals to effectively manage organizational responsibilities and enhance operational procedures, with a greater emphasis on leadership skills over management.

Collectively, these studies from diverse settings underline a standard set of challenges and development needs, suggesting that despite different geographical and cultural contexts, rural school leadership’s fundamental issues and solutions have global relevance.

Based on the above, it is apparent that principals at rural schools worldwide commonly face the challenges of poor economic conditions, low education awareness, poor teacher salaries, weak government oversight, and complex interrelationships of individual factors, making it challenging to maintain disadvantaged schools and develop them to established quality standards. Principals need professional development in establishing team commitment, creating a learning organization, motivating continuous improvement, effective communication, and facilitating change. Previous studies also found that principals care more about leadership than management skills. Thus, the present study focuses on the support system for principals at rural schools in Taiwan.

1.3. Research Methods

In this research, the data was collected from focus group interviews, which are often used to assess consumer opinions and reactions to products, services, and advertisements. Focus group interviews are usually conducted by a moderator and recorded via audio or video to preserve the data.

1.4. Research Questions

In this study, the open-ended questions asked in the semi-structured interviews were as follows: (1) What difficulties does a principal face? (1.1) Principal, what are the main difficulties faced by the rural schools you have worked at? (1.2) What are the difficulties facing rural schools in general? (2) What challenges are principals facing at the school you currently work at? (2.1) Principal, what are the main challenges you have faced at the rural schools you have worked at? (2.2) Principal, what do you think is the biggest challenge facing principals at rural schools? What is the reason? (2.3) Principal, are other schools facing the same challenges? (2.4) Principal, how do you think the above challenges should be overcome? (3) To effectively solve these difficulties, what kind of professional support does the principal need? (3.1) What relevant evidence shows that this kind of professional support can effectively assist a principal with these difficulties? (3.2) What evidence is there to show that relevant and practical professional support exists? (3.3) What relevant evidence is there that these professional supports are adequate? (4) To effectively overcome your challenges, what kind of assistance do you need? (4.1) What kind of assistance do central or local policymakers need to provide to overcome the challenges you mentioned above? (4.2) What kind of support should be prioritized and why? (4.3) Can you give one or two specific practical examples of how the headteacher improved or overcame a previous challenge by using the assistance available?

1.5. Focus Groups Participants

The research for this study was conducted in Taiwan, focusing on rural school principals in central and southern regions and two principals from eastern Taiwan schools. The scope of the study involves exploring the specific challenges faced by rural principals and identifying the professional support and assistance they require to improve school leadership and management in these regions. The participants in this study were principals at elementary and middle schools in rural areas, mostly located in the central and southern regions of Taiwan; two of the participants were principals at schools in eastern Taiwan. For each focus group, permission was obtained in advance to make video and audio recordings of the session. The design and paradigm are crucial in shaping the study’s approach and ensuring its alignment with the research objectives. A qualitative research design, often grounded in interpretivism, is commonly used to explore complex social phenomena, allowing researchers to gain in-depth insights into participants’ experiences and perspectives [54]. This paradigm emphasizes understanding meaning and context, making it suitable for focus group studies. Focus group sampling typically employs purposive sampling, which is justified by the need to select participants who can provide rich, relevant information on the topic of interest [61]. This method ensures that the sample comprises individuals with specific characteristics or experiences relevant to the research question.

Additionally, homogeneous sampling within focus groups can foster a comfortable environment, encouraging participants to share openly and facilitating more focused discussions [62,63]. The participants working in the central region mainly consisted of junior high and elementary school principals. The southern and eastern regions consisted of Kaohsiung, Pingtung, and Taitung.

The sixteen participants consisted of seven women and nine men. One group consisted of principals at schools in Kaohsiung, Pingtung, and Taitung counties, and the other group consisted of principals at remote villages in Taichung, Changhua, and Nantou counties (as shown in

Table 1. Codes and primary data of the focus group participants.

No.	Code	District	Gender	School Type	Region of Taiwan
1	(MM-WD-E-20221021)	Changhua	male	remote	Central
2	(MF-XW-E-S20221021)	Taichung	female	remote	Central
3	(MM-XY-J-M20221021)	Nantou	male	remote	Central
4	(MM-SW-E-Z20221021)	Nantou	male	remote	Central
5	(MM-SN-J-Z20221021)	Taichung	male	remote	Central
6	(MM-NE-L20221021)	Nantou	male	urban	Central
7	(MF-NT-P-20221021)	Taichung	female	urban	Central
8	(MM-FY-J-H20221021)	Changhua	male	remote	Central
9	(SM-GG-E-K20221028)	Taitung	male	very remote	Eastern
10	(EF-DL-J-Z20221028)	Taitung	female	remote	Eastern
11	(SF-SP-J-W20221028)	Kaohsiung	female	remote	Southern
12	(SF-PU-W20221028)	Pingtung	female	urban	Southern
13	(SF-XT-E-W20221028)	Kaohsiung	female	remote	Southern
14	(SM-HC-J-Z20221028)	Pingtung	male	very remote	Southern
15	(SF-TM-E-C20221028)	Pingtung	female	remote	Southern
16	(SM-PU-L20221028)	Pingtung	male	urban	Southern

). The data analysis process involved thematic analysis, in which the data from the focus group interviews was initially coded according to specific categories relevant to the research question. The primary data from these focus group participants (as detailed in Table 1 of the manuscript) were systematically coded, and these codes were categorized to identify emerging patterns and themes. The ‘number of references’ mentioned in the analysis indicates the frequency of specific issues or themes cited across the data sets, providing a quantitative measure of their prominence and relevance to the principals’ experiences. This method aids in understanding the weight or significance of each theme in the context of rural school challenges, helping to prioritize areas for intervention and support.

All the participants had significant experience as educational administrators. Each focus group lasted about 1.5 to 2 h. Afterward, the recordings were independently transcribed by two research assistants. The researchers met with the research assistants weekly to review the progress of their work and address any issues or inconsistencies in the transcriptions. Once the transcription process was completed, data analysis began.

1.6. Data Process

In focus group data analysis, researchers typically use thematic analysis to identify patterns and themes within the transcribed discussions [60,61]. The process involves coding the data, categorizing similar codes, and developing themes that capture crucial insights. The data is then summarized by grouping related themes and interpreting their significance regarding the research question [62,63].

In this study, the discussions in the focus groups were coded and used to develop iterative themes. We used NVivo software (1.7.1) for data management, coding, subject weighting, and graphical analysis.

After reviewing the focus group, if any data was found to be missing, we then used Facebook or Line to conduct an online interview or on-site observation.

2. Results and Discussion

2.1. The Main Difficulties at Rural Schools

The previous literature shows that principals face complex educational challenges, including poverty, student achievement, community decline, and limited resources, making their jobs more difficult [57]. Based on the analysis of the data from the focus groups, it was found that the difficulties faced by rural principals include the following:

(1)

Lack of cultural capital: Cultural capital consists of values, beliefs, knowledge, experience, and skills and is manifested in thinking patterns, value systems, language, and living habits. Social class is constantly remade when these concepts are combined with the higher education system. This capital allows people in a community to identify, interact, and cooperate, forming a good social relationship and cultural atmosphere and promoting student learning. The lack of cultural capital in rural schools is a reality, which may be caused by factors such as geographical location and economic development. When rural schools lack cultural capital and cultural stimulation, students will have difficulty accessing external cultural activities and resources, which will affect their learning and growth and impede community development;

(2)

Fewer students: The number of students in Taiwan is gradually decreasing, especially in rural areas, due to the aging population and the outflow of young people to urban areas. When the number of students decreases, classes naturally decrease, along with education subsidies, resulting in a scarcity of school resources and other problems;

(3)

Lack of teachers: When the number of students in a rural area decreases, educational resources will become increasingly insufficient. Due to inconvenient transportation, a heavy administrative workload, poor living conditions, and insufficient staffing, teachers are unwilling to teach in remote areas. They also find it difficult to engage in further studies or outside work, resulting in a shortage of teachers in rural schools. To deal with the lack of teachers, schools hire substitute teachers to fill the vacancies;

(4)

Poor student learning: Factors such as the poor socioeconomic status of students in rural areas and a lack of learning resources and equipment result in poor student learning;

(5)

Insufficient school funding: Schools in rural areas need relatively more funds to meet operational costs and often lack teaching resources and learning equipment.

Miler pointed out that principals at rural schools suffer from a sense of professional isolation and that changing policy leads to a heavy workload despite personnel and student resilience [28]. Due to the many problems they face, a rural school’s development may be restricted. For example, a school may be unable to introduce advanced teaching concepts and technologies that are commonly used in urban schools. Rural schools may also have fewer extracurricular activities and elective courses, which hinders students’ comprehensive development, as shown in Figure 1. Rural schools face a range of difficulties, ranked from most to least prominent as follows: a low number of students (54 references), public relationship challenges (32), funding constraints (22), insufficient resources (22), faculty mobility and stability issues (14), teacher instability (14), administrative workload (2), cultural disadvantages (2), difficulties in in-service education (2), economic hardships (2), equipment shortages (2), student attrition and academic performance issues (2), low birth rates impacting school populations (1), challenges in matching lessons to student needs (1), and understaffing (1). These challenges significantly impact the schools’ ability to provide comprehensive educational experiences, contributing to poor academic achievement (20 references) and limited cultural stimulus (8 references) for students.

2.2. Challenges Faced by Principals at Rural Schools

Rural school principals face unique challenges due to limited resources, smaller student populations, and socioeconomic pressures [22,33,43]. They often experience professional isolation, heavy workloads, and the demands of managing multiple responsibilities without sufficient support [27,31]. These principals lack financial resources, administrative assistance, and specialized staff, making leadership more complex [17]. Despite their resilience, rural principals require targeted professional support to navigate these challenges effectively and sustain educational quality [8,12,45]. Rural schools face such challenges as limited resources, teacher and student mobility, and small student populations. More support is needed to address these issues.

• Challenges in recruiting and retaining teachers in rural areas.

Hiring teachers with specific abilities, such as English-speaking teachers, is necessary but difficult due to limited resources and competition from wealthier schools. The remote location and harsh conditions also limit teacher availability. One participant stated: “Due to the hardship of living in the countryside, we have a high rate of turnover… So for the principal at a school in a remote village, the challenges are great” (MF-NT-P-20221021).

2.

Personnel shortages and high workloads at rural elementary schools, with increased expenses for substitute teachers.

Elementary schools in rural areas face staffing shortages, with principals often having to cover for absent teachers. A shortage of talented staff leads to an increased workload, and substitutes are becoming more expensive. As one participant stated: ”Elementary schools face staffing issues, with principals having to cover for absent teachers. A shortage of talented staff leads to an increased workload, and adding more competent staff can reduce the work of other departments. Resources are needed” (MF-XW-E-S20221021).

3.

Efforts to bring students back to school.

Schools in Nantou are striving to find ways to retain students and create a friendly environment. Kindergarten teachers are showcasing the curriculum and communicating with parents to slowly bring students back. As one principal said: “We are adopting measures aimed at bringing students back and creating a friendly environment in which every child gets sufficient attention” (MM-SW-E-Z20221021).

Another principal remarked: “The issues being addressed are student enrollment and the curriculum. Teachers visit parents to showcase the curriculum and communicate daily with students to increase enrollment” (MM-SW-E-Z20221021).

4.

Challenges faced by schools in rural Taiwan: Mobility of students, academic ability, and teacher retention.

On this challenge, one participant stated: “Transportation is convenient, but it could be better. Private schools have an advantage over public schools in recruiting students” (MM-SN-J-Z20221021).

One of the participants is the principal at a school with a history of 100 years, which attaches great importance to education, community development, and aboriginal welfare. At HC Junior High School, located at the southern tip of Taiwan, the principal believes that the biggest challenge is the academic ability of students: “Our biggest challenge is the students’ academic ability. We must consider it, and then we must also consider some combinations with local characteristics” (SM-HC-J-Z20221028).

Teacher mobility refers to turnover, and excessive turnover can harm students, increase administrative burden, and waste funds. Reducing teacher turnover and investing in courses is crucial. The administrative side can aid in teacher retention and boost their enthusiasm for teaching. As one principal said: “Our administrative team needs to find ways to reduce turnover and boost teacher’s enthusiasm, and we try to support our teachers however we can, but it remains a serious challenge” (SF-TM-E-C20221028).

5.

Home visits for addressing student mobility.

The principal of a junior high school in a remote village in Taitung pointed out that the loss of teachers and students has caused difficulties. The small number of students makes home visits easier. The school visits the homes of fifth and sixth graders to address the challenges posed by the loss of teachers and students and poor student learning. The visits are performed quickly to reach all families in the school district. As the principal said: “The text discusses various reasons for teacher and student mobility and mentions that home visits are conducted for fifth and sixth graders to address the issue of student mobility in a relatively small school” (EF-DL-J-Z20221028).

6.

Improving educational opportunities for rural students through cultural exposure and career planning.

Rural areas need more cultural exposure for students, and principals need to understand local culture and socioeconomic issues. Volunteers can help, but challenges and support system difficulties exist. As one interviewee said: “Due to low socioeconomic status, rural students need cultural stimulation and career planning. Principals should have a local understanding before arrival to gain the confidence of parents. Volunteers from the community and corporations can help but face challenges” (MF-NT-P-20221021).

7.

Improving education quality in rural areas.

There is a need to strengthen teacher training, attract excellent teachers to rural areas, improve the teaching quality of schools, and strengthen cultural exchanges between rural areas and cities. Rural areas tend to lack the cultural opportunities and resources widely available in urban areas, adversely affecting residents’ cultural development and stimulation. As one participant said: “The problems encountered in rural areas are mainly related to students’ academic ability, teachers’ motivation, and community resources” (SF-SP-J-W20221028).

A principal pointed out that children in remote villages lack learning resources and have few opportunities to participate in tutoring. “On the outlying islands of Taiwan there are few after-school resources compared to city” (SM-HC-J-Z20221028).

One participant expressed concerns about the consistency of the Nationality Experimental School and its future beyond the experimental stage. To enhance the school’s social reputation and influence, it should establish cooperative relations with local organizations and hold exchange activities. “The lack of ethnic experimental middle schools is a weakness in the current education system, which reflects the perspective of the Han Chinese majority. The establishment of the Yiguan Nationality Experimental School is an excellent way to address this issue” (MF-NT-P-20221021).

Due to the economic difficulties in rural areas, rural schools need to raise funds to improve the learning environment and to subsidize students’ tuition, textbooks, and other expenses. One participant pointed out that the parents in the community are not in a good financial situation and need the school’s assistance in fundraising: “Of course, most parents are not well off, so they need some financial help” (MM-FY-J-H20221021).

8.

Cooperative recruitment and community participation in rural education.

Rural schools should adopt cooperative recruitment, community participation, resource sharing, and incentives to reduce teacher burden and provide a quality education through cooperation among schools, communities, and governments.

One principal highlighted the importance of bilingual education but mentioned the challenge of attracting foreign teachers to rural areas. Economic incentives like high salaries and housing subsidies can help. However, some challenges remain: “The challenges schools face in recruiting foreign teachers and the additional burden it places on existing teachers include transportation and lesson preparation” (SF-XT-E-W20221028); “Small rural schools have an equal amount of administrative work as large schools. However, insufficient resources and remote locations require more human resources and time to complete it” (EF-DL-J-Z20221028); “The personnel costs for administrative staff account for at least half of the annual budget. In order to save funds, the local government allocates the number of divisions, groups, and rooms according to the number of classes in the school. Therefore, small schools complain that their administrative staffing is much less than that of large schools, yet the amount of administrative work to be dealt with is equal to that of a large school” (MF-NT-P-20221021).

Ashton, B., and Duncan identified the unique needs of principals at rural schools in the U.S. Financial resources (19.4%) are a significant challenge for American principals. Rural schools need more basic facilities and resources to improve teaching quality, such as digital learning equipment, science laboratories, libraries, textbooks, and scientific instruments. This equipment may be damaged due to natural disasters, complex maintenance, and improper use [26]. In order to solve these problems, the school can take measures to improve the regular maintenance of equipment and replace old equipment promptly. A principal pointed out that the sea breeze contains salt and, in a humid environment, quickly causes corrosion of electronic and mechanical equipment. “Because of the sea breeze, equipment is easily damaged” (MM-FY-J-H20221021).

9.

Challenges in allocating lessons and managing schools in rural areas with limited resources and students from disadvantaged backgrounds.

Establishing the curriculum is a critical part of school management, but schools in rural areas often lack teachers with expertise in particular fields. Adjustments in schedules and classroom usage are helpful, but schools also face challenges such as insufficient learning resources and family economic difficulties. One participant stated: “The school faces challenges due to having a large number of students from single-parent and economically disadvantaged families with low motivation to study. There are also issues with high teacher turnover, course allocation, and inadequate funding. Teachers need to be supervised to meet the teaching standards” (MM-FY-J-H20221021).

10.

Concerns over the decreasing number of students at rural elementary schools and the need for more curriculum funding.

The number of students at rural elementary schools is decreasing daily due to outward migration and student transfer. Facing a dwindling number of students, one principal worried: “Regarding local policies, the funding for remote villages, especially those in the mountains, is sufficient. However, as far as my small school in a relatively small town is concerned, more funds should be invested in the curriculum. I hope that the arrangement and the central and local policies will also begin paying more attention to the number of students, which is constantly decreasing; this is something we need to face” (MM-SW-E-Z20221021).

In the eyes of the participants, the challenges facing rural schools are insufficient resources, high teacher turnover, loss of students, lack of cultural capital, poor equipment, and inadequate staffing (see Figure 2). Figure 2 presents a bar graph illustrating the main challenges faced by rural schools, segmented by area and gender, based on focus group data. Key issues include a lack of cultural capital (2 mentions), fewer students (54 mentions), lack of teachers (14 mentions), poor student learning outcomes (20 mentions), and insufficient school funding (22 mentions). The graph provides a detailed breakdown of these challenges, highlighting the disparities in resources and emphasizing the urgent need for focused support and interventions in rural educational settings.

2.3. Professional Support Needed by Principals at Rural Schools

Numerous studies have highlighted the critical issue of principals’ professional support and assistance [6,7,8,9,10,11,12,13,14,15,16,17,18,19]. The specific needs of principals, particularly in rural areas, require more focused attention [12,13,17,18,23,24,25]. Rural principals often experience professional isolation despite finding resilience in their school communities and face challenges due to changing socioeconomic policies [27,28,29,30,31,32]. Rural students face economic difficulties, a lack of resources, and unstable family environments that lessen their motivation. The educational system can help in overcoming these challenges by creating professional development and learning communities for principals at rural schools, in which joint learning and exchanges serve to improve the quality of life in rural areas.

• Professional Development and Learning Communities for Principals in Taiwan

Rural principals face challenges in hiring, development, and resources; professional communities in Taitung and Taichung foster collaboration, improving leadership and school management through shared solutions.

Rural principals face challenges with hiring, professional development, administrative assistance, teacher recruitment, and physical resources [17]. One interviewee pointed out that reciprocal learning between new and experienced principals can promote professional growth and meet school needs. “Taitung has a monthly professional development community for principals, where they discuss school problems and brainstorm solutions.” (EF-DL-J-Z20221028).

Peer principals act as consultants, sharing experience and knowledge and providing practical advice to improve school performance and assist with administrative issues. One principal indicated: “In Taichung City, principals can form a professional community with financial subsidies to meet regularly for professional growth and to address challenges together.” (MM-FY-J-H20221021)

2.

Comprehensive Professional Support Systems

The effective management of rural schools requires a robust support system that includes training in team commitment, creating learning organizations, and strategic communication. This system leverages the expertise of universities, educational authorities, and experienced professionals to offer practical knowledge and mentorship, helping principals navigate their roles more effectively.

Salazar (2007) [18] found that principals at rural schools need professional development in team commitment, creating a learning organization, continuous improvement, instructional direction, communication, and facilitating change. A professional support system can help principals manage schools effectively and improve performance and reputation with the help of universities, education authorities, retired principals, and professors. As one principal pointed out: “Sources of professional support for principals includes universities, education departments, retired principals, and professors, all of which can provide practical knowledge applicable to different types of schools” (MM-SW-E-Z20221021).

Similarly, another principal stated: “Principals can seek help from their peers when faced with challenges. Other colleagues can offer advice and opinions, including the vice-principal” (MM-SN-J-Z20221021).

To help principals realize their professional potential, it is necessary to reduce their sense of fear and isolation at the beginning of their tenure, which also improves students’ learning outcomes. As one principal said: “I am all for these kind of partnerships between principals, because you will always have some difficulties running the school, and most of them can be solved in this way” (MM-WD-E-L20221021).

3.

Curriculum Inspection and Support

Curriculum inspectors play a pivotal role in monitoring educational standards and supporting teachers. Experienced inspectors provide guidance and emotional support to principals, improving school operations and student outcomes. Their insights are particularly valued for addressing communication challenges and implementing educational developments.

Curriculum inspectors monitor and evaluate school curricula, ensure compliance with education standards, and provide training and support to teachers. They also offer emotional support and guidance to principals at rural schools.

When Principal P was the director of the Central District, he hired a retired principal to serve as the school inspector. He had rich experience, was quite popular, and was good at solving communication problems between teachers and students. The curriculum inspector and headteacher have significant roles in the school, and they both have a significant influence on the operation of the school and the learning outcomes of the students: “We have a retired principal serving as school inspector; he is quite popular, and schools appreciate his input and suggestions for education development and solving communication problems.” (MF-NT-P-20221021).

4.

Home–School Partnerships in Rural Areas

Parent-teacher organizations (PTOs) are crucial in bridging the gap between schools and the community, especially in economically challenged rural areas. These organizations facilitate vital resources and support, enhancing parental involvement and improving the educational experience for students.

Rural parents face socioeconomic challenges, but government initiatives can improve their situation. Parent-teacher organizations (PTOs) promote communication between schools and families, but there is a need for more resources in rural areas. PTOs raise funds, plan activities, and support home–school cooperation.

As one participant said: “Since rural areas have weaker education and lower socioeconomic status, some schools provide after-school care and assistance. Parents preferred to keep their children at home during the pandemic rather than sending them to school” (MF-NT-P-20221021).

Parents appreciate the extra services provided by rural schools, such as daycare and three meals per day. One participant said: “Parents in some areas rely on schools to provide after-school care and intensive courses during holidays, and some offer dinner and evening programs” (MF-XW-E-S20221021).

5.

Parental Involvement in Education

Parental involvement is essential for culturally relevant education in regions with significant Aboriginal populations. Schools integrate cultural values into their curricula and decision-making processes, ensuring that education not only imparts academic knowledge but also respects and preserves cultural heritage.

Parental involvement in Taiwan’s Aboriginal communities is vital, serving as a key cultural bridge in education. Schools integrate cultural values into their curriculum and actively involve parents in decision-making to ensure culturally relevant education. Parental involvement in Aboriginal communities varies by region and ethnic group. Parents play an important role in raising children and passing on cultural values. Schools must ensure that education aligns with cultural values and that parents participate in administrative and decision-making processes. As one principal indicated: “In Aboriginal society, they rely more on schools, but the parents need to be more involved in schools. Furthermore, parents in the community trust everything the school does, so we have almost no external pressure” (MM-WD-E-L20221021).

6.

Community Collaboration for Educational Enhancement

Collaboration with community leaders and utilizing local resources are crucial in enriching education in rural settings. Initiatives include integrating community resources into educational activities and leveraging local expertise to enhance the learning environment.

Community representatives can propose improvements for rural education, cooperate with schools and officials, and provide resources. Village chiefs and volunteers are essential school resources, providing knowledge and skills to help solve problems and improve outcomes. As one participant said: ”The head of the village provides all kinds of support for a small rural school, and regularly organizes joint activities with the community, such as volunteer work on campus and land preparation for food farmers.” (SF-XT-E-W20221028); “The school collaborates with the community in interactive activities such as cleaning the campus and land preparation. The community’s litchi orchards and pineapple fields also provide opportunities for collaborative teaching”. (SF-XT-E-W20221028).

The main points to be gleaned from the above discussion can be summarized as follows: (1) Professional development and learning communities can promote professional growth and improve school performance; (2) Professional support for principals is essential in managing schools effectively and reducing isolation at the beginning of their tenure; (3) Curriculum inspectors play a significant role in supporting rural education by monitoring and evaluating school curriculum and providing emotional support and guidance to principals; (4) Parent-teacher organizations and afterschool services can promote home–school cooperation in rural areas; (5) Parental involvement in Aboriginal communities is essential in passing on cultural values, and schools must ensure education aligns with cultural values; (6) Collaborating with the community opinion and making use of village resources can help solve problems and improve outcomes in rural education.

The above results and discussion can be summarized and presented in

Table 2. Summary of results.

Challenges	Description	Professional Support Needed
Lack of Cultural Capital	Rural areas have limited access to cultural activities and resources, impacting students’ educational and personal development.	Enhance local cultural programs and integrate them into school activities to provide students with broader cultural exposure.
Fewer Students	Declining student populations due to demographic changes, impacting school funding and resource availability.	Policies to stabilize or increase funding per student to mitigate the impact of declining enrollments.
Lack of Teachers	Difficulty in attracting and retaining qualified teachers due to remote locations and limited resources.	Incentives for teachers to work in rural areas, such as higher salaries, housing allowances, and professional development opportunities.
Poor Student Learning Outcomes	Students in rural schools often achieve lower educational outcomes due to socioeconomic challenges and fewer resources.	Targeted educational programs and resources to support student learning, including technology and tutoring services.
Insufficient School Funding	Rural schools struggle with inadequate funding for basic facilities and educational materials.	Increased government funding and grants specifically aimed at improving infrastructure and resources in rural schools.

.

Principals in rural areas must work closely with colleagues, share work, and form teams to solve problems and improve teaching quality. Schools can provide resources and services to strengthen cooperation between schools and parents. However, parents in rural areas are less involved in school affairs than their urban counterparts, so gifts may be needed to attract them, especially in sparsely populated areas.

From the above analysis, it can be seen that principals at rural schools mainly rely on the support of the administrative department in terms of funds and rely on other experienced principals for the knowledge needed to run the school. It is also important to promote cooperation between universities and schools in remote villages, and principals need to enlist the support of community representatives, especially village chiefs (see Figure 3).

These findings highlight the various difficulties faced by principals of rural schools, which include both resource-based challenges and broader socio-cultural issues. The recommended support mechanisms focus on addressing these challenges through targeted policies, increased funding, and enhanced support systems for teachers and students alike. These interventions are aimed at improving the educational outcomes and overall school environment in rural areas.

3. Conclusions and Suggestions

3.1. Conclusions

First, it is crucial for policymakers to acknowledge the specific challenges that rural principals face. These include hiring constraints, limited professional development, and inadequate administrative support. These factors, along with the scarcity of specialized teachers and resources, are pivotal in the quest to enhance rural school leadership and education quality. The focus group results underscore the significant challenge of teacher recruitment and retention in rural areas, attributed to limited resources, competition from wealthier schools, harsh conditions, and high teacher turnover. Principals in rural schools should implement measures to enhance teacher retention and foster enthusiasm for teaching.

Second, rural schools in Taiwan face staffing issues, with principals often having to cover for absent teachers. More resources and personnel are needed, and adding more competent staff can facilitate the work of other departments. A shortage of talented staff leads to an increased workload, and substitutes are becoming more expensive.

Third, it is shown in focus group findings that strategies for retaining and attracting students at rural schools in Nantou, Taiwan, include rural schools in Nantou trying to bring back students by showcasing the curriculum, communicating with parents, and creating a friendly environment. Furthermore, to improve the education quality in rural areas, schools need to strengthen teacher training, recruit excellent teachers, improve teaching quality, and strengthen cultural exchanges between rural areas and cities. Volunteers from the community and corporations can help in this regard but face challenges, and principals should have a local understanding before arriving to garner support from parents.

Fourth, it is found that professional development communities are beneficial for principals at rural schools. Rural students face various challenges that affect their motivation and academic performance. However, creating professional development and learning communities for rural principals can help to overcome these challenges. Reciprocal learning between new and experienced principals can promote professional growth and meet school needs. Peer principals act as consultants who share experience and knowledge, providing practical advice to improve school performance and assist with administrative issues. Furthermore, principals can form professional communities with financial subsidies to meet regularly for professional growth and to address challenges together. Such communities reduce principals’ sense of fear and isolation at the beginning of their tenure, and they can improve students’ learning outcomes.

Another key finding from the focus groups is the pivotal role that curriculum inspectors play in bolstering rural education. These inspectors are responsible for monitoring and evaluating school curricula, ensuring compliance with education standards, and providing training and support to teachers. They also offer crucial emotional support and guidance to rural principals. The hiring of retired principals as inspectors can help bridge communication gaps between teachers and students. The curriculum inspector and headteacher have significant roles in the school, and their influence on the school’s operation and the student’s learning outcomes is substantial. Therefore, their presence is critical in rural areas, particularly where students face socioeconomic challenges.

Finally, as indicated in the literature, rural principals face significant challenges due to limited resources, including hiring constraints, lack of professional development, and inadequate administrative support [17]. Unlike larger schools, rural schools cannot delegate management tasks, increasing the burden on principals. The unique demands of rural communities require targeted support to ensure effective leadership and educational quality [31].

3.2. Suggestions

The suggestions for providing a support system for rural principals are as follows:

3.2.1. Challenges and Solutions for Principals at Rural Schools: Collaboration with Colleagues and Parental Involvement

Rural principals must collaborate with colleagues, share responsibilities, and form teams to improve teaching. Schools should provide resources to enhance parent-school cooperation, although rural parents are less engaged. Principals rely on administrative funds, experienced peers, and community support, particularly village chiefs, for school management.

3.2.2. Experienced and Peer Principals: Crucial Support for the Professional Development of Principals at Rural Schools

A community platform for school principals and educators offers opportunities for communication, sharing, learning, and professional development. Rural principals can significantly improve teaching quality by leveraging the experience and support of other principals. The role of experienced principals in guiding new ones in management, teaching, campus culture, and teacher–student relationships is not just important, it is crucial. They serve as a vital resource for professional development.

3.2.3. Generalizing Findings and Future Research Directions

Generalizing findings from small samples, such as focus groups, is challenging due to limited size and scope. However, these findings offer valuable insights and identify strategies for future exploration. Research could replicate themes across diverse settings to enhance applicability and employ mixed-method approaches to bridge qualitative and quantitative gaps.

3.2.4. Collaboration with Local Universities

Establishing partnerships between rural schools and local universities can provide principals access to academic resources, research opportunities, and professional training. Such collaboration can help address teacher shortages and improve educational outcomes by introducing innovative teaching methods and continuous professional development.

3.2.5. Incentivizing Teacher Retention

Offering incentives, such as higher salaries, housing subsidies, and professional development opportunities, can attract and retain qualified teachers in rural areas. Additionally, establishing mentorship programs for new teachers can foster a supportive work environment and reduce turnover.