“Here Comes the Teacher”: Navigating the Complexities of Being a Teacher in Rural Finland

Abstract

This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries between personal and professional lives. The study uses a qualitative research design, employing in-depth interviews with 21 teachers across two rural locations in Northern Finland. The interviews focused on work experiences, roles, and reflections on the local educational context. The findings highlight that rural teachers experience a blurring of professional and social roles, leading to feelings of being constantly “on the job” and a lack of privacy. Community expectations often dictate their behavior outside of school. The study also reveals divisions within the teaching staff between local and commuting teachers. The study concludes that the cultural narrative of being a teacher in rural contexts includes traditional expectations of teachers, clashing with modern notions of teaching as a profession. The study emphasizes the importance of preparing teachers to be community-ready, acknowledging the challenges of rural teaching.

1. Introduction: The Importance of Rural Teachers

Teachers are the backbone of any educational system and represent the single most significant factor in promoting student success in school (Hattie, 2009; Jimerson & Haddock, 2015). At the same time, teaching is a demanding profession, and research consistently highlights that it is among the occupations most affected by work related stress and burnout (Hakanen et al., 2006; Loonstra et al., 2009; Skaalvik & Skaalvik, 2009). High levels of teacher attrition are also a major problem, especially among beginning teachers (Fantilli & McDougall, 2009; Meister & Melnick, 2003; Roksvaag & Texmon, 2012). Additionally, research suggests that teachers in rural schools are more likely to experience job dissatisfaction and leave their positions due to these challenges compared to teachers in urban or suburban schools (Ingersoll & Tran, 2023).

In Finland, teacher burnout rates are particularly high, according to Kalimo and Hakanen (2000) (cited in Pyhältö et al., 2011), exceeding those in other human services and white-collar jobs. This article explores how teachers experience working in rural contexts and highlights some of the challenges faced by teachers in rural Finland, where the problem of teacher attrition is significant and where schools face challenges in recruiting and retaining qualified teachers. Finland is one of the most rural countries in Europe, with an average population density of 18 inhabitants per square kilometer (in 2022), compared to the European average of 1091. Ensuring that high-quality education at all levels is available in sparsely populated rural areas is therefore particularly important in the Finnish context. Finland has been relatively successful in this regard, as rural–urban and regional differences in, for example, PISA results are smaller than in other European countries. This does not mean, however, that regional or rural–urban differences in education outcomes are non-existent in the Finnish context. The PISA survey results, which assess student performance in the three core domains of reading, mathematics, and science, have highlighted regional differences in Finland (Finnish Ministry of Education and Culture, 2024; Nissinen et al., 2015). Notably, students in the Helsinki metropolitan area consistently outperform their peers from other regions of the country. Ensuring quality education in sparsely populated areas is crucial, making it particularly relevant to focus on teachers’ working conditions. This article focuses on the lived experiences of teachers in rural Finnish schools, exploring their perceptions of the advantages and disadvantages of their profession, the expectations placed upon them by local communities, and the challenges they face.

This article draws upon qualitative interviews with 21 teachers across two rural locations in Northern Finland. We aim to explore what it is like to be a rural school teacher. We examine the advantages of working in rural schools. We investigate the challenges that teachers experience, and we analyze the expectations that teachers perceive from the local communities towards them.

Following this introduction, this article delves into the challenges and opportunities inherent in rural teaching, thus contributing to more knowledge concerning the complex situation regarding teacher recruitment and retention in Finland. The methodology section then outlines the qualitative research design, detailing the data collection process involving semi-structured interviews with 21 teachers across two rural municipalities in Northern Finland and the qualitative content analysis (QCA) used to analyze the data. The empirical analysis focuses on the blurred lines between teachers’ professional and social roles, examining the aspects of visibility, community expectations, and the divisions within the teaching staff between local residents and commuters. Finally, the discussion and conclusion synthesize the findings, comparing them with the existing literature, and highlighting the theoretical and practical implications of understanding the experiences of rural teachers.

2. Challenges and Opportunities in Rural Teaching

Historically, Finland has been highly successful in attracting a large number of applicants to its teacher education programs, often drawing top candidates from secondary education. According to Hansén et al. (2023), the proportion of student teachers selected has consistently remained below 20%. However, the Nordic Teacher Council (2023) has highlighted a decline in the number of applicants between 2015 and 2019, and although efforts by the Trade Union of Education in Finland (OAJ) to promote the teaching profession helped improve the situation, concerns remain about the future attractiveness of teaching as a career. Surveys, such as the OAJ’s Teachers’ Working Conditions Barometer 2021, reveal that Finnish teachers are experiencing rising levels of work-related stress and declining job satisfaction. These challenges could have a negative impact on both recruitment and retention of teachers in the future.

This potential teacher shortage is unfolding alongside a declining population in Finland, which has led to fewer students overall. According to the Nordic Teacher Council (2023), this population decline is particularly pronounced outside major cities, but despite fewer students, rural areas in particular still struggle to attract enough educators.

High teacher turnover is a persistent issue in rural schools, leading to instability in learning environments. As highlighted by Cassidy et al. (2011), such instability can adversely affect students’ language, cognitive, and social development. Schools with high turnover rates often rely on younger, less experienced teachers, which can disrupt educational continuity and diminish the quality of education provided. In summary, while efforts are being made to address the decline in teacher applicants and improve the attractiveness of the teaching profession in Finland, challenges remain, particularly in rural areas where recruitment and retention of qualified teachers are difficult.

Rural teaching presents a distinct set of challenges and opportunities compared to urban or suburban settings. As highlighted above, rural schools often struggle with higher teacher turnover, difficulties in retaining qualified educators, and a reliance on less experienced staff (Bæck, 2024; Ingersoll & Tran, 2023). Ingersoll and Tran (2023) found that dissatisfaction is a primary reason for teachers leaving rural schools, with many departing to pursue other career opportunities. This dissatisfaction, coupled with the challenges of rural teacher environments, not only affects teacher retention but also negatively impacts student learning and development, as well as parent–teacher relationships and overall school–community cohesion.

A lack of professional support is another significant issue for rural teachers, as noted by researchers such as Downes and Roberts (2018), Ingersoll and Tran (2023), Kingsford-Smith et al. (2023), and Pyhältö et al. (2011). Ingersoll and Tran (2023) emphasize that isolation from support networks is a well-documented challenge in rural education. They highlight how geographical distance and limited resources often leave rural teachers isolated from colleagues and professional development opportunities, reducing their access to mentorship and support systems. Kingsford-Smith et al. (2023) further argue that the limited research on rural teachers is problematic, as their experiences differ significantly from those of urban educators. They point to professional and personal isolation as key issues, noting that rural teachers often lack access to subject-specific colleagues and face fewer opportunities for professional growth. This isolation can lead to increased workloads, frustration, and burnout, further compounding the challenges of rural teaching.

Teacher stress is particularly pronounced in rural schools, where educators face pressures such as long student travel distances, lower parental education levels, and limited parental involvement in student goal-setting. These factors can negatively affect student motivation and academic achievement, placing additional strain on teachers. Pyhältö et al. (2011) emphasize the importance of addressing the social and relational aspects of teacher burnout, advocating for supportive school environments to mitigate these stressors.

Beyond work-related factors, out-of-work considerations also influence teachers’ decisions to work in rural areas. Lassig et al. (2015) explore the private concerns underlying teacher recruitment and retention in rural and remote communities, revealing that household relocation decisions are often influenced by concerns about limited educational opportunities for their children. They argue that current policies have eroded confidence in public sector education and the ability of smaller communities to meet middle-class families’ expectations for diverse subject offerings and opportunities. This lack of confidence presents an additional barrier for teachers considering rural positions.

When examining the challenges faced by rural teachers, it is essential to consider both professional and personal or out-of-work factors. This study aims to broaden the perspective by exploring how teachers discuss community relations, belonging, engagement, and expectations within the context of their roles as educators. Addressing these multifaceted challenges is critical to improving the recruitment and retention of teachers in rural areas and ensuring equitable educational opportunities for all students.

3. Materials and Methods

The analyses in this article are based on empirical data collected as part of a larger comparative study of geographical education differences in Finland, Canada, and Norway (the RUR-ED project). For this article, the data from Finland are used. This study employs a qualitative research design, focusing on in-depth interviews to explore the experiences and perceptions of teachers in rural northern Finland. The approach is well suited for gaining a deep understanding of complex social phenomena within their real-life context (Yin, 2013), which is also applicable to qualitative research in general. The data were collected in two distinct yet typical rural municipalities (RS1 and RS2), with the aim of capturing both diversities and commonalities when it comes to rural education in Finland. This facilitated a more nuanced exploration of how local contexts influence educational practices and teacher experiences.

This study focuses on two rural municipalities in northern Finland, chosen for their remote locations and the presence of upper secondary schools. The inclusion of two cases provided insights into variations within rural education and improved the study’s reliability. Research Site 1 (RS1) is more remote, with limited educational options and fewer alternatives nearby, while Research Site 2 (RS2) benefits from proximity to a city, offering more opportunities for education, employment, and teacher recruitment. Both municipalities face challenges such as population decline, lower educational attainment, higher unemployment, and reliance on primary industries like agriculture and reindeer herding. Economic fluctuations and municipal financial struggles have led to widespread school closures in rural Finland. In RS1, all village schools were closed by 2013, centralizing education in one school center. RS2 has also closed several village schools, though 5 remained during the study, including a new school center opened in 2016. At the time of the current field work, RS1 had around 250 pupils in basic education and 30 in upper secondary education, while RS2 had 600 and 90, respectively. Students in both municipalities often travel long distances to school, with some spending up to 3 h in taxis. RS2 offers more local vocational education options and is closer to urban centers, providing better access to secondary and tertiary education. Teacher recruitment also differed: most RS1 teachers lived locally, while 40% of RS2 teachers commuted from nearby towns, where competitions for teaching jobs is high. See Autti and Bæck (2021) for additional details on the research sites.

The study coincided with the implementation of Finland’s 2016 core curriculum, creating a transitional period for schools. Only 7th and 8th graders followed the new curriculum during the fieldwork. Both municipalities were also undergoing administrative changes that affected schools and teachers. RS2’s new school center brought staff transitions, while RS1’s centralization of schools had reshaped its educational landscape. These changes, combined with broader municipal challenges, created instability that influenced the dynamics within the education sector.

Data were collected through qualitative interviews conducted with 21 teachers across the two sites. The interviews were semi-structured, allowing for flexibility in exploring various themes while ensuring consistency across interviews. Questions focused on teachers’ work experiences related to a wide range of topics: the daily tasks and responsibilities of being a teacher in a rural school, advantages and challenges of rural teaching, and how they experienced the relationship to the rural community. Questions also touched upon the teachers’ involvement in curriculum development and the integration of local elements in their teaching. The interviews were conducted primarily on school premises, during and after working hours, to accommodate the teachers’ schedules. Each interview lasted approximately one hour, providing ample time for in-depth discussion.

The sample comprised 21 teachers, with 10 individual qualitative interviews carried out in RS1 and 11 in RS2. Twelve of the interviewed teachers were women and nine were men. Five of the teachers in RS2 were daily commuters living outside the municipality. The average length of the interviews was approximately one hour. The interviews were audiotaped and transcribed (see Autti & Bæck, 2019 for more information on research methodology). The selection of participants was purposive, targeting teachers who could provide rich insights into the educational dynamics of these rural areas.

The interview data were analyzed using qualitative content analysis (QCA), a method well suited for systematically identifying themes and patterns within qualitative data (Schreier, 2012). In so doing, we followed Kuckartz’s (2019) recommendations of transcending a purely category-based procedure of QCA through focusing on cases and interpreting findings by using thematic summaries. The analysis was guided by the research questions, with particular attention paid to how teachers experienced their everyday work and life as school teachers. The analysis process involved multiple readings of the transcripts to identify key thematic categories and sub-categories, which were then organized into a coherent narrative that reflects the teachers’ experiences and insights. Kuckartz’s approach emphasizes not only coding and categorizing data, but also interpreting findings holistically within the context of individual cases. For our study, this meant that instead of treating the data as a single, aggregated dataset, the analysis was conducted with attention paid to the unique characteristics and context of each case (RS1 and RS2). In so doing, contextual interpretation is key. We examined how the themes and patterns identified in the data related to the specific conditions of each case. For example, RS1’s remoteness and centralized school system were analyzed in contrast to RS2’s proximity to a city and its partially decentralized school structure. Through the analyses we were then able to compare and contrast findings across our two cases, identifying both unique and shared themes. In practice, the empirical analysis was carried out in several steps. The interview transcripts were coded to identify relevant text-segments related to the research questions (for example “teachers’ experiences”, “commuting”, “local attachment”). The coded data were then analyzed within the context of each municipality. For example, we considered how RS1’s remoteness influenced different teachers’ relationship to the place, compared to RS2’s proximity to urban centers. We identified key themes across the cases, such as “community interaction” and “community expectations”. For each theme, we wrote summaries that synthesized the findings, incorporating both the coded data and broader contextual insights. The thematic summaries were then used to interpret the findings across cases, identifying both commonalities and differences. For example, while both RS1 and RS2 faced challenges related to rural education, the proximity of RS2 to a city provided other opportunities for teacher recruitment. As emphasized elsewhere (Bæck, 2015), rural location is significant for understanding educational phenomena and issues connected to learning, development, and knowledge, and qualitative content analysis gave us a good foundation for an empirical analysis that took contextualization into account.

Conducting research in small, rural communities presents some ethical challenges, particularly concerning participant anonymity. Given the detailed contextual information necessary to understand the educational dynamics in these areas, there is a risk of inadvertently identifying individual teachers or schools. To mitigate this, we anonymized all interviewees and research sites, ensuring that only essential contextual information was included in the study. This is also the reason why we have not included a table of informant demographics in the article. Additionally, discussions about rural children and their schooling were kept at a general level, avoiding any reference to individual students. Research permits were obtained from the relevant municipal authorities, and informed consent was secured from all participants, who were briefed on the study’s aims and assured of their right to withdraw at any time.

4. Results: Being a Rural School Teacher

The vast majority of the teachers interviewed enjoyed teaching in a rural setting, which is of course not surprising since these teachers had chosen this path themselves. Some of them pointed out several advantages related to working in a rural setting, as opposed to an urban or suburban setting: smaller class sizes, which allowed for more individualized attention and closer relationships with students; fewer discipline problems compared to urban schools; they knew the families of the students well; and there were fewer of the “urban problems” connected to drug abuse and alcohol use from an early age. The teachers also emphasized stronger community connection, and quite a few mentioned the close connection to nature and the opportunities for outdoor hobbies. Although this in itself did not necessarily have anything to do with working as a teacher, for some this took precedence and was their first priority. Having a job in a rural school made this way of living possible. These benefits contributed to a sense of job satisfaction and a willingness to remain in the rural communities. For teachers who had chosen to commute, on the other hand, they saw it much more as a temporary situation, and for many of the teachers this was their first real job as a teacher and the job was more of a stepping stone. For some of the teachers who were originally from more urban settings but who had decided to stay, this often had to do with having found a partner and wanting to create a family.

The main challenge identified by the interviewed teachers appears to be the blurred lines between their professional and social roles within the tight-knit communities. This central theme encompasses several interconnected aspects, to be addressed in the following sections.

4.1. Visibility and Community Expectations

The rural teachers experienced a high degree of visibility that often extended beyond the classroom, and that would affect their personal lives and interactions within the community. Some of the teachers often felt that their actions were under constant scrutiny by community members, leading to a feeling of being perpetually “on the job”, even on their days off. As one commuting teacher articulated:

“I’m not sure if I’m just being paranoid, but it feels like they’re like ‘there goes the teacher’. I feel more free when I don’t live in the same place that I’m teaching.”

This statement illustrates the tension between professional and personal identities in small rural settings, where teachers are highly visible and sometimes feel judged by community members.

Some of the teachers experienced specific expectations from the community, also when it comes to personal conduct. The teachers talked about how such community expectations could dictate their behavior outside of school. For instance, some teachers avoided certain social activities, such as visiting local pubs, to prevent potential backlash from students or parents. The pressure to maintain an impeccable public image was palpable, as even mundane activities like grocery shopping required some extra consideration. The teachers were conscious of what they placed in their shopping carts, wary of being judged by students or parents who might see them. There were also things they would avoid doing in their spare time because of reactions from students and their parents, such as going out drinking at the local pub. Some of the teachers said that if the parents were going to accept them, they felt like they had to live these flawless lives.

One of the teachers humorously compared the role of a teacher in a small town to that of a priest, noting,

“Everyone knows when you go to the liquor store. I have heard some students talking like oh, did you know that the teacher went to the liquor store again (laughing), buying beer again. It’s not that nice to have to relate to that kind of talk in a small place like this.”

The liquor store was mentioned by several teachers, and the analogy of the liquor store highlights the elevated moral expectations that were placed on the teachers in these rural communities, where their actions were often seen as reflective of their professional role. Teachers in the rural communities often faced specific expectations regarding their behavior and lifestyle, and these expectations seemed to stem from traditional views of teachers as role models and authority figures. This was particularly pronounced in RS1 and seemed to be connected to the strong religious influences that existed there. One teacher expressed it in this way:

“We are not expected to be ordinary people, like we can’t go to the liquor store. In a small place, the rumors are spreading.”

These expectations seemed to create some pressure for the teachers to conform to community norms, even if those norms could conflict with their own personal values or lifestyle choices. The feelings of being “always on the job”, even during personal time, and with their actions observed and scrutinized by the community, were described as stressful by some of the teachers. Teachers also described how interactions in public spaces, such as grocery stores, often turned into work-related conversations. One of the teachers, who had previously worked in a larger city, noted the stark difference: “In the city, it was a completely different situation.”

However, for most of the teachers this seemed to be something that they had mainly experienced in their first years of teaching in these rural places, and that this was something that they had eventually gotten used to.

“I was a bit shocked first when I went for my hobbies in my free time and met so many parents and students. You have to deal with them also on your free time. You can’t really escape from the school community, you just have to accept it. But I got used to it rather quickly.”

But while some teachers eventually acclimated to this constant visibility and no longer found it problematic, others continued to struggle with the blurred boundaries between their professional and personal lives. One teacher even found it necessary to establish boundaries himself by instructing parents to call when necessary, but at the same time requested not to be approached in public places like grocery stores. This strategy highlights the need for teachers to set personal boundaries to manage their well-being effectively.

Another teacher expressed understanding towards parents’ concerns, acknowledging that while it took time to adjust, he now accepts it as part of the job. He noted,

“People here think that education is important, and conflicts and overreactions may be based on misunderstandings.”

To cope with the lack of privacy, some teachers chose to live outside the communities where they taught. This decision allowed them to maintain a clearer separation between their professional and personal lives. However, not all teachers had the option or desire to relocate, and those who remained in the community had to navigate the challenges of constant visibility.

4.2. Divisions Within the Teaching Staff—Outsiders and Insiders

In the rural schools we visited, there seemed to be a clear division between local and commuting teachers, which could create some challenges when it comes to the social environment, but also when it comes to professional development and support. At one of our research sites, RS2, approximately 40% of the teachers commuted from outside the area. They were attracted by the establishment of a new school center in the municipality, but at the same time reluctant to live in a rural setting. This commuting group often felt disconnected from the local community, which could also impact their ability to form supportive relationships with colleagues.

Commuting teachers cited various reasons for not residing in the rural area, including the desire for a more vibrant social life and the need to maintain privacy. One teacher mentioned the difficulty of socializing in a small town with an older population, choosing instead to live in a nearby city to connect with peers. This decision was partly influenced by the feeling of being under constant surveillance in the rural community, which many teachers found restrictive.

In contrast, teachers native to the area or from other rural backgrounds exhibited a higher tolerance for the community’s scrutiny and expectations. For these teachers, the lack of privacy was something they had grown accustomed to over the years. However, even local teachers faced challenges. Anne, a teacher who grew up in the community, struggled with her dual identity. She felt that parents did not fully recognize her authority as a teacher. For one thing, all the school-parents knew her parents well, and they would often comment to her parents about what she did or didn’t do in her job as a teacher and whether their children liked or disliked the things she did. In this way, this teacher would experience a sort of secondary commentary on how she performed her job. This secondary commentary on her performance made it difficult for her to establish authority and professional boundaries, as well as her role within the community, despite having the respect of her students. Anne also faced challenges in her relationship with parents due to her background with Laestadianism, from which she had distanced herself, leading to her being seen as a bit of an outsider. She was cautious not to offend Laestadian students, avoiding topics like alcohol or rock music in her lessons.

The tension between professional and social roles was a recurring theme. Local teachers sometimes felt that they were not taken seriously as educators because they were known in various other capacities within the community. Simultaneously, as mentioned above, they felt the pressure of being “always on the job,” with community members expecting them to uphold certain standards even in their personal lives. One teacher humorously noted,

“Yes, a teacher must be exemplary, we can’t have bad habits—at least not in public.”

The rise of social media has added complexity to the dynamics between teachers and their communities. While traditional expectations of teachers had always existed, online platforms provided new avenues for public criticism and scrutiny, making teachers feel more exposed and vulnerable. This increased transparency and potential for judgement seemed to further erode the boundaries between their personal and professional lives. One of the teachers expressed frustration with the gossip and scrutiny enabled by social media, saying,

“I’ve stopped using Facebook and I don’t want to follow the local media groups because I know that people are talking about teachers in there.”

The lack of privacy and the pressure to conform to community expectations was expressed in negative terms by several of the teachers we interviewed, and this can be a source of and contribute to teacher stress and burnout. This seemed be particularly challenging for teachers who came from urban backgrounds and who were accustomed to a greater degree of anonymity. Research shows that stress management is more effective in schools with a supportive social environment, where teachers can openly share concerns and receive assistance from colleagues (Sheffield et al., 1994; Punch & Tuetteman, 1996, in Kyriacou, 2001). In our study, teachers reported that they faced public criticism from community members, and the traditional respect once granted to educators seemed to have eroded.

This shift can be seen as reflecting a broader change in how teachers are perceived, with declining respect and increased interference from community members who undervalue their professionalism. Despite this, many teachers still experienced significant community support for themselves and their schools. Most of the teachers we interviewed noted positive community attitudes, although some pointed out that certain parents placed a low priority on education and held a poor image of teachers.

One teacher remarked,

“I think that nowadays, teachers are just normal people. But you must have that authority, so your reputation can’t be too bad. Here, they know how you live and they compartmentalize you, how serious you are.”

The challenges of navigating professional and social roles in rural communities seemed to create some divisions within the teaching staff. Teachers who were local to the area or had rural backgrounds were more accustomed to the close-knit community dynamics and the expectations that come with them. They also had established social networks and relationships within the community, making them feel more integrated. In contrast, teachers who came from outside the community, particularly those from urban areas, seemed to struggle more to adapt to the lack of privacy and the social pressures. They felt like outsiders, lacking the social capital that could have helped the transition. This highlights the evolving cultural narrative, where teachers must navigate their roles carefully in rural communities, balancing personal and professional identities in an environment where social media has made private lives more public.

4.3. Coping Strategies and Adaption

To navigate the blurred boundaries between their professional and social lives, rural teachers adopted various coping strategies. Some chose to commute from outside the community to maintain a clearer separation between their work and personal lives, although this could lead to feelings of isolation. Others, even those living within the community, maintained a degree of social distance to protect their privacy. They limited their interactions with students and parents outside of school, would avoid social gatherings, declined invitations to community events, and focused on hobbies and activities that did not involve the school community. This strategy allowed them to establish boundaries between their professional and social roles.

However, embracing the rural lifestyle was also a coping mechanism. Some teachers fully embraced the rural lifestyle, integrating themselves into the community and participating in local activities. They built relationships with community members, engaged in local traditions, and demonstrated a willingness to adapt to the cultural norms of the community. This approach has the potential to foster a sense of belonging and acceptance, reducing feelings of isolation and facilitating positive interactions with students and parents. However, it requires a genuine appreciation for rural life and a willingness to potentially compromise certain aspects of one’s personal life that not all of the teachers were willing to do. Setting up boundaries with parents was something that many teachers found necessary to do. Some teachers proactively set boundaries with parents, clarifying their expectations regarding communication and interactions outside of school hours. They could, for example, establish specific times for phone calls or meetings, or politely decline requests for informal discussions about school matters in public settings. This approach helped to maintain professional boundaries and manage the expectations of parents, reducing the feeling of being constantly “on the job.”

5. Discussion

The starting point for this study was to explore how teachers experience working in rural contexts. The interviews revealed a complex interplay between professional roles and social lives, highlighting unique challenges. The cultural narrative of being a teacher in rural vs. urban contexts is relevant to understand the experiences of the rural teachers in this study. Historically, rural teachers were expected to be model citizens and community leaders. They were seen as authority figures and cultural leaders, playing active roles beyond the classroom, such as leading community activities like choirs and literature groups. Teaching was viewed as a calling and a lifestyle, deeply integrated into the fabric of rural life. In contrast, the modern perspective on teaching, particularly in urban areas, frames it as a profession. Teachers are seen as skilled professionals who have undergone formal education and training, possessing specialized knowledge in pedagogy and in specific subject matters like mathematics or history. Teaching is viewed as a career with opportunities for advancement and professional development, and a professional teacher identity implicates a clear distinction between work and personal life.

According to Välimaa (2021) and Heikkinen et al. (2020), respect for professional autonomy and trust in professionals, including teachers, is a typical societal characteristic in Finland, and the teaching profession is one of the most respected and trusted professions, which entails certain expectations and norms. As shown in this study, traces of the traditional expectations towards the teacher role persist within rural communities. At the same time, the cultural narrative of being a teacher has evolved over time, and as shown, many of the teachers in our study were reluctant to embrace the all-encompassing lifestyle of their predecessors. They preferred to compartmentalize their professional and personal lives, a mindset that aligns with modern societal norms, but that may clash with rural expectations. Some of the teachers had experienced this clash, prompting them to take certain precautions and develop strategies to manage their roles effectively. Despite a possible reduction in the community expectations over time, these teachers still felt highly visible within the community, and the visibility was a recurring theme in many of the interviews, indicating that teachers continue to navigate the balance between their professional responsibilities and community involvement.

Teachers in our study reported a tension between their professional responsibilities and personal lives within rural communities, where boundaries often blur due to the close-knit nature of these environments. This lack of separation can lead to a loss of privacy and pressure to conform to community expectations, making it difficult for teachers to detach from work-related stress. Such conditions place them at risk of stress and burnout, a finding echoed by Miller and Haynes (2016). They describe a “fishbowl” effect, where teachers are constantly immersed in both school and community environments, making it challenging to separate professional duties from personal social life. The interconnectedness of school and community amplifies the visibility of teachers in both their personal and professional spheres. This connectivity can have positive aspects, but it also brings challenges, as the close proximity makes teachers’ lives more transparent to community members (Miller & Haynes, 2016). This transparency can lead to a constant feeling of being under scrutiny, where any deviation from community norms is quickly noticed. The monocultural environment often present in rural settings further exacerbates this issue, as teachers feel pressured to conform to local expectations and norms, especially in public spaces like grocery stores. Although this pressure exists in urban areas as well, the transparency of rural communities makes deviations more noticeable. Downes and Roberts (2018) also emphasize that rural teachers experience overlapping challenges within their professional and personal lives, including feelings of isolation, both professionally and personally, and heightened visibility within smaller communities. Rural communities often have unique cultural and social dynamics that may influence the role of teachers, and teachers new to the rural setting may struggle to adapt to traditional community structures and cultural norms. This may include religious conservatism, something that was evident in one of the cases examined in our study. In some Finnish rural areas, religious groups like the Læstadians exert significant influence, requiring teachers to navigate the cultural landscapes carefully.

Another aspect of the lack of separation and blurring of boundaries between rural teachers’ professional and social roles is connected to maintaining professional authority—“being taken seriously as an educator”, as one of the informants put it. Unlike their urban counterparts, rural teachers cannot easily separate their work from personal life, as they continuously interact with students, parents, and colleagues within the community. This constant overlap can threaten their professional authority and create challenges in balancing multiple social roles, blurring the lines between professional authority and personal relationships. The transparency and close-knit nature of rural communities mean that teachers are often under constant scrutiny, with little separation between their personal and professional lives. This lack of boundaries can lead to frustration, as teachers struggle to balance conflicting expectations and maintain their professional authority. While teachers in suburban or urban schools can leave their job at work, teachers in small rural schools must continually interact with colleagues, students, and parents in the community, making them feel as though they are always on the job. Some teachers felt that their professional authority was threatened due to these multiple roles they held towards students and parents.

Our study shows that a survival strategy adopted by some teachers involved choosing to live outside the community to maintain a sense of privacy. This decision, while offering personal space and separation from work-related pressure, did not come without costs. One of the main issues is the social division this may create among the teaching staff. Teachers who reside within the community tend to form close-knit groups, naturally bonding over shared experiences and local connections. These groups often provide mutual support, both professionally and personally, which can enhance their effectiveness and job satisfaction. In contrast, some of the teachers who lived outside the community expressed feeling marginalized or even excluded from these informal networks. Another publication from the same study (Autti & Bæck, 2019) showed that the division between local teachers and non-local teachers was visible in the way the teachers developed and implemented local curriculum in their teaching. There was a clear distinction between locally active and inactive teachers, primarily influenced by their backgrounds and engagement with the community.

Social divisions within the teaching staff can affect the overall work environment, as they may undermine the collaborative spirit and supportive atmosphere that are crucial for effective teaching. When teachers are not united or do not feel part of a cohesive team, it can impact communication, collaboration, and the sharing of resources and ideas, ultimately affecting student outcomes. Moreover, the division can create an “us versus them” mentality, where local teachers may view outsiders with suspicion or as less committed to the community and its values. This perception can further exacerbate tensions and hinder efforts to build a unified, supportive educational environment. In essence, while living outside the community might offer individual teachers a way to manage their personal lives, it poses challenges to fostering a collaborative and inclusive school culture, which is essential for the success of both teachers and students.

The findings of this study align with previous research highlighting the challenges of teacher recruitment and retention in rural areas, with dissatisfaction being a significant factor in teachers leaving rural schools. The experience of professional isolation reported by the teachers is consistent with the concerns raised by Downes and Roberts (2018), Ingersoll and Tran (2023), and Kingsford-Smith et al. (2023) regarding the lack of professional support and limited development opportunities for rural educators. Furthermore, the “fishbowl” effect described by Miller and Haynes (2016), where teachers in rural communities experience a blurring of personal and professional lives and constant visibility, was a central theme in the experiences shared by the interviewed teachers. The added complexity brought by social media in increasing scrutiny and reducing privacy builds upon the understanding of the evolving dynamics between teachers and their communities. In contrast to urban settings where a clearer distinction between work and personal life is more feasible, rural teachers in this study described navigating persistent community expectations and a sense of being “always on the job”, echoing the traditional view of teachers as community role models.

6. Conclusions

Theoretically, this study contributes to a deeper understanding of the cultural narrative of the teaching profession in rural contexts, revealing the persistent influence of traditional expectations alongside the modern desire for a separation between professional and personal lives. The concept of the “fishbowl” effect is further substantiated in the Finnish rural context, highlighting the intensified visibility and scrutiny faced by teachers. The study also offers a theoretical lens for understanding the development of insider/outsider dynamics within rural teaching staffs and how these divisions can impact professional collaboration and the integration of local knowledge into the curriculum.

Practically, the findings underscore the critical need for teacher preparation programs to equip future educators with the skills and awareness necessary to navigate the unique social and cultural landscapes of rural communities, emphasizing the importance of being “community-ready”. School administrators and policymakers should recognize and address the challenges of professional isolation and the blurring of boundaries to mitigate teacher stress and burnout. Strategies to foster supportive work environments that bridge the gap between local and commuting teachers are essential for improving teacher retention and overall school cohesion. Furthermore, efforts to manage community expectations and promote a more balanced understanding of teachers’ professional roles are needed to ensure the well-being and effectiveness of educators in rural areas. The study also highlights the importance of acknowledging the positive aspects of rural teaching, such as strong community relationships and smaller class sizes, in recruitment and retention initiatives.

Regarding the limitations of our study, the case study design itself inherently limits the generalizability of the results. The research focuses on two specific rural municipalities in Finland (RS1 and RS2), and the findings may not fully apply to other rural areas, even within Finland. The unique characteristics of these municipalities, such as their remoteness or proximity to urban centers, may restrict the applicability of the results to other contexts. Also, a relatively small sample size of 21 interviews, while sufficient for qualitative research, will not capture the full diversity of experiences and perspectives among rural teachers. Ethical considerations and the need to protect anonymity also posed limitations. To ensure confidentiality, some contextual details were omitted, which may limit the depth of understanding for readers unfamiliar with the specific rural context in Finland. Despite our efforts to protect anonymity, we cannot rule out that the small size of the research sites and the rural context may still make it possible for individuals to be identified, particularly by those familiar with the region.

Our study has demonstrated the complex dynamics of teaching in rural contexts, where professional and personal lives are deeply intertwined. Rural schools function in settings that differ from urban and suburban environments, which can make teaching a unique but also challenging experience. In these microcosmic settings, community and cultural concerns may have a greater impact on schools and teachers, highlighting the importance of educating teachers about such processes. The teachers we interviewed are those who have persevered, but many others leave the profession early, creating unstable and challenging learning environments for students. The challenges of maintaining privacy, conforming to community norms, and navigating cultural expectations can lead to stress and burnout among teachers. Addressing these issues requires a nuanced understanding of the cultural narratives and community dynamics that shape the role of teachers in rural areas. This highlights the importance of preparing teacher students to be community-ready, not just classroom- or school-ready, as emphasized by White (2015). Preparing teachers to be community-ready, fostering supportive work environments, and acknowledging the unique challenges of rural teaching are essential steps in supporting educators in these settings. In future studies it may be beneficial to include a broader range of local voices and key stakeholders, such as students, parents, or municipal administrators. In our study, these voices were only indirectly present through the sentiments of the teachers.

Understanding and navigating the cultural narratives of rural teaching is crucial for fostering a supportive and effective educational environment. It is also important to remember that, despite the challenges, rural teaching also offers benefits. Strong relationships with students, families, and the community are consistently cited as sources of satisfaction and motivation for rural teachers. Smaller class sizes allow for more personalized instruction and closer student–teacher relationships. Recruitment and retention efforts should emphasize these positive aspects of rural teaching, as well as the opportunity to make a tangible difference in the lives of individual students.