To what extent are students of teaching ready to work in rural schools – the realities of the Polish education system
To what extent are students of teaching ready to work in rural schools – the realities of the Polish education system

Summary/Abstract: The social, economic and cultural development of rural areas in Poland increasingly requires that conditions be provided for the development of village schools. This in turn leads to teachers’ readiness to perform their professional responsibilities. To help address such problems, this article analyses the factors influencing pre-service teachers’ readiness to work in rural schools. Empirical data for the analysis were gathered using quantitative and qualitative indicators from student essays about their self-perception as future teachers. Data were collected in 2017–2019 from students of teaching specialties at the Pedagogical University of Kraków (Poland). The results indicate that personal resources as well as professional competence factors were related with a readiness to work in rural schools. Social resources, as part of accepting work in a rural area, were also essential. Non-personal resources were partially important. In conclusion, readiness for working in a rural school is more developed in respondents from rural areas, as well as in those who study part-time and have developed professional competence.

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