Place Consciousness and School Leaders' Intentionality as Partnership Imperatives

Supporting the Recruitment of Quality Graduates in Regional, Rural and Remote Schools




place consciousness, leader intentionality, regional rural remote education, RRR staffing challenges


Attracting high quality teachers to regional, rural, and remote locations has been an issue for school communities in Australia. Research has illustrated that innovative initiatives and experiences can change pre-service teachers’ attitudes, perspectives and perceptions about regional, rural and remote schools. What is less understood is the contribution of school leaders foregrounding a place consciousness approach to spark pre-service teacher interest in undertaking professional experience placements and possible employment in their RRR schools. This paper shares research findings that identified how Far North Queensland school leaders showcased “their place” with key stakeholders and in particular with pre-service teachers. The findings affirmed notions that school leaders understand the valuable connections between rural, regional and remote pre-service professional experiences and the potentiality for high quality teachers for the long-term. Implications are drawn in relation to how school leaders create partnerships and promote their school place intentionally.

Author Biographies

Catherine Thiele, University of the Sunshine Coast

Catherine Thiele is an educator, lecturer, and researcher at the University of the Sunshine Coast. Since beginning her career in Education over 20 years ago, Catherine has taught in various primary school and tertiary contexts. In her previous role as the Professional Experience Coordinator, Catherine supported the partnerships between education-based learning environments, university personnel and pre-service teachers. Fundamental to these partnerships were the rich connections that she made between the pre-service teachers and many regional, rural, and remote schools. 

Joanne Casey, University of the Sunshine Coast

Dr Joanne Casey is an education practitioner working in a range of contexts to support the implementation of school improvement initiatives. An advocate for flexible and research-based approaches, she shares her extensive experience of teaching in primary, secondary and tertiary settings. Her doctoral research focussed on associations among cognitive limitations for interactions, collaboration as an improvement strategy, and school silo mentality.

Susan Simon, University of the Sunshine Coast

Dr Sue Simon’s research and teaching in the School of Education and Tertiary Access at the University of the Sunshine Coast are in the areas of quality teaching, leadership and school culture. Sue draws on her practical experience of having been a teacher and principal in several Queensland schools prior to moving into academia.




How to Cite

Thiele, C., Casey, J., Simon, S., & Dole, S. (2023). Place Consciousness and School Leaders’ Intentionality as Partnership Imperatives : Supporting the Recruitment of Quality Graduates in Regional, Rural and Remote Schools. Australian and International Journal of Rural Education, 33(1), 1–16.