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Abstract

This paper presents an argument for an integrated approach to attracting and retaining rural and remote teachers. It describes existing government funded research and state government policies in this domain. It builds upon existing sociological models to propose a model of the factors influencing teacher decisions to teach in a rural location and to stay in a location. Based upon this model and the background literature the paper proposes that policy ought to be directed towards addressing both internal and external influences upon teacher behaviours in an integrated way.

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