Teacher turnover across the country presents a persistent and growing challenge for schools and districts, with the highest rates of turnover geographically concentrated in the American South. Research on teacher staffing and turnover problems consistently highlight two subsets of schools as struggling to attract and retain well-credentialed, effective educators—predominantly Black schools and rural schools. However, research has rarely explicitly examined the schools that meet both these criteria. We use administrative records and unique climate survey data from Georgia to examine how the intersecting roles of race, money, and school climate shape evolving teacher turnover patterns in rural schools. Findings suggest that while teacher mobility is generally less common in rural schools, considerable inequities exist within the rural space, with majority Black rural schools bearing far more of the brunt of rural teacher turnover. Among rural teachers, Black teachers have higher mobility rates—more likely to make interdistrict moves and to exit rural settings for teaching opportunities in urban and suburban contexts. However, in majority-Black rural schools, higher salaries and school climate factors, such as relational climate and parental involvement, were strong predictors of retention, even after controlling for a rich set of covariates.

全国各地的教师流失给学校和地区带来了持续且日益严峻的挑战，其流失率最高的地区集中在美国南部。关于教师配备和离职问题的研究始终突出表明，学校的两个子集正努力吸引和保留具有良好信誉的有效教育者，主要是黑人学校和乡村学校。但是，研究很少明确检查符合这两个标准的学校。我们使用佐治亚州的行政记录和独特的气候调查数据来检验种族，金钱和学校气候的相交作用如何塑造农村学校中教师流失模式的演变。研究结果表明，虽然农村学校的教师流动性通常不那么普遍，但农村地区内部仍然存在相当多的不平等现象，在大多数黑人乡村学校中，农村教师流动率首当其冲。在农村教师中，黑人教师的流动率更高-更有可能进行跨区迁移并离开农村环境以在城市和郊区环境中获得教学机会。但是，在大多数黑人乡村学校中，即使在控制了丰富的协变量之后，较高的薪水和学校气候因素（如关系气候和父母参与）也是保留率的有力预测指标。