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The development, validation and use of the Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES)

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Abstract

Research in rural and remote schools and communities of Queensland resulted in the development and validation of the Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES). Samples of 252 teachers and 191 community members were used to validate the structure of this questionnaire. It was developed within the standard psychometric framework of instrument design. Eleven dimensions of importance to teachers in rural and remote communities were identified: Community Involvement, Personal Safety, Personal Dislocation, Community Services, Social Inclusivity, Staff Affiliation, Administration Team Support, Mission Consensus, Teacher Aide Support, Opportunities for Professional Learning, and Resource Adequacy. Very sound internal consistency reliability was found for all 11 scales. Multilevel analysis revealed significant differences between teacher and community member scores for Personal Dislocation and Social Inclusivity. The RRTWLLES has the potential to assist rural and remote educators, researchers, teachers and community members.

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Author information

Authors and Affiliations

  1. Monash University, Wellington Road, Clayton, VIC, 3800, Australia

    Jeffrey Dorman

  2. Australian Catholic University, 1100 Nudgee Road, Banyo, QLD, 4014, Australia

    Joy Kennedy & Janelle Young

Authors
  1. Jeffrey Dorman
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  2. Joy Kennedy
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  3. Janelle Young
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Corresponding author

Correspondence to Jeffrey Dorman.

Appendix

Appendix

The Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES)

Section A Community Environment

Community Involvement

 I am involved in this community

 I am committed to this community

 I am supportive of this community

 I am engaged in community activities

 I play sport with members of this community

 I socialise with members of this community

 I contribute to the community in ways beyond being a teacher

 I have a positive relationship with this community

Personal Safety

 In this community

 I feel safe

 Personal safety is not a concern

 I am confident that prompt police action can be taken if my personal safety was in doubt

 Adequate policing occurs in this community

 I am confident that my property is safe when I am away

 I can move around this town without feeling unsafe

 I do not feel safe at night even when at home. (R)

 It is safe to walk around the town at night

Personal dislocation

 In this community

 I feel a long way from home

 I find the culture of the community a lot different to home

 I have found it hard to settle into this community

 I find that living in this community is different from being at home

 Things that are important at home are not as important here

 Things that are important here are not as important at home

 Things that I took for granted at home cannot be taken for granted here

 I do not feel at home in this community

Community services

 In this community

 Adequate health facilities (e.g. medical, dental, hospital) are available

 A pharmacy is available

 A bank is available

 Sporting facilities are available

 Adequate communication facilities (e.g. telephone, internet access) are available

 Groceries and household goods can be purchased at reasonable prices

 Entertainment facilities (e.g. movies, hotel entertainment) are available

 Adequate library facilities are available

Social inclusivity

 In this community

 I feel welcome at social events

 An effort is made to include teachers in social events

 I feel like an outsider at any social events. (R)

 I feel socially excluded. (R)

 I have a social network beyond other teachers

 I am invited to social events

 I feel that the community supports me socially

 My social well-being is important to the community

 I feel accepted by other teachers

Section B School Environment

Staff affiliation

 My colleagues take notice of my professional views and opinions

 Staff do things to support each other

 People go out of their way to make a new teacher feel comfortable

 People take a personal interest in each other

 Staff do things together after work

 I have friends among my colleagues at this school

Administration team support

 The administration team deals with staff in a relational rather than authoritarian manner

 Teachers feel that that they are authorised to make decisions in this school

 Actions by the administration team often support the view that teachers are the school’s most important resource

 Staff efforts in this school are recognised by the administration team

 The administration team supports teachers on a consistent basis

 Teachers are frequently asked to participate in decisions concerning administrative policies and procedures

 Teachers are encouraged to make decisions without reference to the administration

Mission consensus

 The school mission statement and its associated goals are well understood by school staff

 Teachers regularly refer to the mission of the school when addressing school issues

 There is a high degree of consensus among staff concerning school goals

 My views of the overall mission of this school are very similar to other staff members

 The operation of this school is consistent with its goals

 Teachers agree on the school’s overall goals

 Teachers agree on how to deal with important issues like behaviour management

Teacher aide support

 Teacher aides support teachers

 Teacher aides are responsive to the needs of new teachers

 Teacher aides respect the professional status of teachers

 Teacher aides have a professional approach to their work with teachers

 Teacher aides are responsive to new ideas that new teachers bring to the school

 Teacher aides are flexible in their approach with teachers

 Teacher aides take direction from teachers

Opportunities for professional learning

 I am able to access professional development

 The isolation of my school makes contact with other teachers difficult. (R)

 Consultation with district office is impeded by the remoteness of my school. (R)

 My professional learning is restricted by school remoteness. (R)

 Technology is used to facilitate teacher professional development

 Professional development is facilitated by visitors to my school

 Teachers use technology to maintain contact with other teachers

Resource adequacy

 The school library has an adequate selection of resources

 The supply of multi-media equipment is adequate

 Adequate photocopying facilities are available in the school

 Equipment for sport and other activities is adequate

 Computer hardware and software are adequate

 Appropriate internet access for teachers is available

 Students have appropriate access to the internet

  1. Items denoted (R) are reverse scored

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Dorman, J., Kennedy, J. & Young, J. The development, validation and use of the Rural and Remote Teaching, Working, Living and Learning Environment Survey (RRTWLLES). Learning Environ Res 18, 15–32 (2015). https://doi.org/10.1007/s10984-014-9171-0

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