Digital horizons: understanding teacher retention challenges in Myanmar's rural basic education schools through the lens of informatization

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Problem statement. In the diverse tapestry of Myanmar's education landscape, the rural regions present a unique context that is markedly distinct from urban settings [1]. There are many obstacles to providing basic education in rural Myanmar, which is defined by its traditional lifestyles and reliance on agriculture [2]. These issues stem from cultural and socioeconomic variables that impact the availability and quality of education, rather than just physical infrastructure. Few resources, such as classroom space, books, and transportation, make it difficult for pupils in many rural locations to reach and succeed in school [3]. Additionally, these schools frequently face challenges in attracting and retaining talented teachers, a crucial factor in guaranteeing high-quality education. The educational landscape in rural Myanmar is also greatly influenced by the socio-cultural environment. Higher dropout rates are observed in these communities due to youngsters being enticed into agricultural or household labour, which puts education at a disadvantage in comparison to more pressing economic concerns [4]. A standardised curriculum that takes into account local requirements and contexts would also be difficult to implement in Myanmar due to the country's ethnic diversity, which includes a wide variety of languages and cultural practices [5]. To enhance access and quality, a more comprehensive knowledge of the rural education system in Myanmar is necessary, as it has been moulded by these elements as well as political and historical forces. Comprehensive methods are needed to address the unique needs of rural communities and guarantee that all children have equitable educational opportunities. This is particularly important given the major issue of the disparity between rural and urban schooling in Myanmar. Regarding educational quality and student accomplishment, teacher retention is of the utmost importance. Teachers have a significant impact on their pupils' intellectual and social development, making them the backbone of the educational system [6]. Maintaining a regular class schedule helps teachers create a routine that students can become used to, which in turn helps them study more effectively. As they stay in the same roles for longer periods of time, teachers learn more about their students' backgrounds, the school's curriculum, and the cultural dynamics of their community [7]. To successfully adjust teaching tactics to students' different learning styles and obstacles, this level of knowledge and expertise is essential. A lack of continuity in instruction and worse academic outcomes for students are further consequences of significant teacher turnover. The administrative work and financial outlay needed to find, interview, and hire new educators can mount up when the teaching staff is constantly changing [8]. Contrarily, boosting student results requires a stable teaching workforce so that schools may create long-term instructional strategies and cultivate a healthy school culture [9]. For educational institutions to thrive and endure, it is critical to identify and manage the elements that impact teacher retention. This is especially true in settings where difficulties are more severe, like schools in rural areas or those with few resources. The educational environment has been revolutionised by informatization in education, a worldwide movement that involves integrating information and communication technology (ICT) into teaching and learning. There has been a sea change in thinking about what it means to be technologically proficient and literate in the digital age [10]. All throughout the world, schools are implementing new tech-based strategies to boost student engagement, expand knowledge availability, and encourage creative pedagogy [11]. With the proliferation of internet-connected gadgets, educators have been able to provide more engaging and tailored classroom experiences for today's pupils [12]. Closing the achievement gap in education has also been greatly aided by the current worldwide trend towards informatization. New learning opportunities have emerged thanks to technological advancements in areas where traditional schooling options are scarce. Students in underprivileged or faraway places can have access to the same high-quality education as their more fortunate counterparts thanks to online resources, digital libraries, and e-learning platforms [13]. In addition, educators have been able to broaden their teaching approaches through informatization, enhancing the learning experience with multimedia resources, virtual simulations, and collaborative online tools [14]. On the other hand, there are obstacles to informatization in education, such as the digital divide, which is the difference between people who have and do not have access to computers, smartphones, and the internet [12]. In poor countries in particular, this gap might widen pre-existing educational disparities [15]. Governments, educational institutions, and international organisations must work together to overcome these obstacles and make sure that everyone has equal access to technology so that education may be improved. Using informatization as a lens, this study seeks to delve into the multifaceted problem of teacher retention in Myanmar's rural public basic education schools. Although this is a complex topic with many facets (economic, social, cultural, and technological), our main goal is to determine what variables impact teacher retention in various contexts and how to study them. This study aims to shed light on the possibilities and threats facing rural Myanmar's educational system by breaking it down into its component parts. The study goes beyond just looking at these problems; it also investigates the potential role that informatization, or the use of ICTs in the classroom, can play in finding solutions. As part of this effort, we will investigate the potential of digital resources to enhance learning and teaching settings, support professional development for educators, and, finally, boost teacher happiness and retention rates. Infrastructure limits, financial limitations, and teacher digital competence are some of the obstacles to implementing informatization in these remote settings that will be taken into account in the study. The study aims to provide insights and recommendations that are useful to educators and policymakers in Myanmar and the field of educational development in similar contexts globally by bridging the gap between rural education issues and technological breakthroughs. This research seeks to add to the current conversation on finding new and long-term ways to improve rural schools' educational offerings. This research delves into a critical issue inside Myanmar's educational system using an analytical descriptive approach. The main objective of this research is to determine what factors have the most impact on teacher retention in rural basic education schools and how informatization, the use of ICTs in education, might help with these issues. The importance of this research rests in the fact that it may reveal ways in which technological progress can improve educational settings by lowering the obstacles encountered by teachers in rural locations, thereby leading to better learning and teaching. In order to close the achievement gap between Myanmar's urban and rural schools and ensure that all students have equal access to high-quality education, this study is vital because it provides information that can direct educational initiatives and policy actions. Methodology. There is a wealth of information available in the extensive and diverse literature on teacher retention, which sheds light on the many aspects that instructors consider when deciding whether or not to stay in the field. Job satisfaction is a key factor in teachers staying in the profession, according to a large body of studies. Both Loonstra, Brouwers, and Tomic [16] and Li, Gu, and He [17] stress the importance of intrinsic elements such as personal fulfilment from teaching, positive relationships with students, and a sense of professional achievement. On the flip side, elements outside of the individual's control, such as pay and working conditions, are equally significant [18]. Reduced employee turnover is directly associated with competitive pay and benefits [19]. A further important consideration is the work setting, especially the backing of school administration and leadership. The retention rate of teachers is higher in schools with strong and supportive leadership [20]. Another important factor in teachers' choices to remain is the availability of possibilities for professional development and advancement in their careers ([21; 22]). Sheridan et al. [23] found that teachers are more likely to stay in the field if they have clear career advancement options and receive continual training. A common thread running across the research is the effect of policy changes on the retention of teachers. According to research by Farmer [24] and Torres [25], educational changes might cause teacher burnout and attrition due to increasing workload and accountability measures. Job satisfaction and retention can be improved through policies that encourage teachers to have more autonomy and participate in decision-making [26]. There is a complicated interaction of variables that is reflected in global trends in teacher retention. In and of themselves, monetary incentives are not enough. The retention of a competent and dedicated teaching staff is dependent on three factors: teacher autonomy, professional development opportunities, and a supportive work environment. Studies, such as Messacar and Oreopoulos' [27] analysis, have shown that kids' houses are often far from their schools, which might cause problems with regular attendance and increased dropout rates. Research conducted in 2016 by Betz, Partridge, and Fallah highlights the fact that educators tend to favour urban areas with superior amenities and possibilities for professional growth [28]. As a result, this geographical remoteness has an effect on both the recruitment and retention of skilled instructors. A common thread running across rural education literature is the impact of socioeconomic factors. Underfunding rural schools causes them to have outdated or non-existent buildings and a dearth of instructional resources, according to research by Mojapelo [29]. A study conducted by Deci and Ryan in 2012 highlights the significant impact of rural families' economic circumstances [30]. The study found that child labour is frequently a necessity due to economic demands, which in turn negatively impacts school attendance and engagement. Researchers such as Haddix [31] have delved further into the topic of rural education's cultural hurdles, noting that a standardised curriculum that caters to local requirements can be hindered by the distinct cultural and linguistic diversity seen in rural areas. Furthermore, as Wang and Degol [32] analysed, traditional social norms and beliefs might impact enrolment and retention rates by downplaying the importance of formal education, especially for girls. An emerging field of study is the function of informatization in teacher retention, which seeks to understand how the incorporation of ICT influences teachers' work satisfaction and tenure in the field. There is a significant association between teachers' job happiness and their access to digital resources, according to a critical study by Stang-Rabrig et al. [33]. This suggests that informatization can improve teachers' professional experience by providing them with more dynamic teaching tools and resources. Online platforms and digital materials enable teachers to engage in continuous learning and collaboration, which are known to have a beneficial impact on retention, according to De Freitas, Morgan, and Gibson's 2015 research that explores the use of technology in professional development [34]. Kraft, Simon, and Lyon [35] discovered that teachers, particularly those working in remote or underfunded schools, are less likely to feel isolated when they participate in online communities and networks. This finding lends credence to this idea. Also, administrative difficulties are a common reason for teacher burnout and turnover; Palloff and Pratt [36] investigate how informatization can alleviate this problem. The results show that administrative responsibilities can be simplified with the use of ICT, which frees up instructors to concentrate on instruction rather than paperwork. Results and discussion. Overview of teacher retention issues in rural Myanmar. This study provides a comprehensive overview of the challenges related to teacher retention in rural Myanmar, revealing a complex interplay of factors that contribute to the high turnover rates. The problem of geographical isolation is at the heart of these difficulties. Both their professional and personal lives are impacted by the tremendous challenges that teachers in rural Myanmar encounter due to their isolation. This difficulty is exacerbated because of the absence of basic infrastructure, such as roads and houses, which makes it much more difficult for teachers to settle and integrate into these areas [37]. The fact that educators in rural locations confront significant financial challenges is another important discovery. Salary levels in these areas do not reflect the extra difficulties of working in remote areas and do not always match the cost of living, according to this study. As a result of the economic pressure, many educators are hesitant to stay in rural areas and instead look for work in cities, where they may find better chances and living conditions. The retention of teachers is also greatly affected by cultural factors. The study emphasises the cultural gap that frequently occurs between rural communities and teachers, who are usually from different ethnic backgrounds or live in cities. Teachers may feel even less committed to their jobs in the long run if they experience feelings of alienation and loneliness as a result of this divide. It is worth noting that the study discovered that one of the main factors impacting teacher retention is the availability (or lack thereof) of professional development opportunities. Teachers in rural areas of Myanmar (Figure 1) frequently face barriers to professional development and promotion opportunities, which negatively impacts their job satisfaction and ability to advance in their careers [38]. They are less invested in staying in the field and less competent teachers as a result of this lack of professional development opportunities. Urban and rural areas of Myanmar. Urban areas are defined as village tracts with population >5000 persons and population density >400 persons/km 2 (UNSTATS, 2019). Population data from WorldPop (2016). Figure 1. Urban and rural areas of Myanmar. Urban areas are defined as village tracts with population >5000 persons and population density >400 persons/km2 Source: United Nations Statistics Division (2019). At last, it became clear that educational policies and the backing of the government and educational institutions had a major influence. When faced with adversity, many educators feel alone and helpless, with little resources available to them. It is becoming more difficult for teachers in rural Myanmar to commit to long-term careers due to the lack of support and other problems [39]. Impact of socio-economic and cultural factors. The impact of socio-economic and cultural factors on teacher retention in rural Myanmar is profound and multifaceted, deeply influencing both the educational landscape and the lives of teachers working in these settings. Educational institutions face a domino effect of social and economic problems, most of which originate in rural areas. Underfunded schools with few resources are a primary consequence of the restricted educational budgets caused by the low levels of economic development in these regions. Because of budget cuts, rural schools are unable to provide their students with the same quality education as their urban counterparts, and instructors in rural areas face lower pay and fewer professional development opportunities [40]. While the cultural diversity of rural Myanmar is a strength of the society, it can be a barrier for educators. Teachers may find it difficult to integrate into the society due to feelings of isolation and separation caused by the cultural barrier. Language hurdles exacerbate the problem because many rural areas have dominant local languages or dialects, which makes it harder for teachers who aren't fluent in these languages to communicate and teach. In addition, rural families' socio-economic status greatly influences the educational setting. Student absenteeism and dropout rates are greater because youngsters are often forced to work in agriculture or household chores because education is not prioritised over immediate economic requirements [41]. Not only does this dynamic impact students' learning outcomes, but it also puts extra pressure on teachers, who have to adjust to classes where students' interest and readiness levels change and attendance is unpredictable. Education in rural Myanmar is also shaped by the traditional social structures and values that are prominent there. Gender bias in education is noticeable in some areas, and it has an impact on the number of female students enrolled and the number of female teachers hired [42]. Teachers, particularly those who fight for gender equality in the classroom, may find this gender gap to be an exceptionally hostile and difficult work environment. Another obstacle is the socioeconomic level of the educators involved. Teachers' inability to empathise with their pupils' struggles stems from their own privileged upbringings or city lives, which might make them less successful and less committed to staying in the field. Informatization and its influence on teacher retention. Integration of ICT into education, or informatization, has become a major factor influencing teacher retention in rural Myanmar's educational landscape. Teachers' professional experiences and decisions to stay in their positions are influenced by informatization, which tackles numerous fundamental issues they encounter in these domains. Improved methods of instruction are among informatization's most noticeable effects. Teachers now have new ways to engage their pupils through the use of digital tools and resources, which makes teaching in remote areas more dynamic and rewarding. Because these technologies allow them to convey content more effectively and accommodate to varied learning styles, teachers often feel increased energy and motivation as a result of technology integration [43]. This change might be especially refreshing for educators working in rural regions because it eliminates the monotony and constraints of conventional teaching practices. The line graph in Figure 2 depicts the hypothetical correlation between the integration of informatization in education and the motivation and job satisfaction of teachers over time. The blue line represents the measure of informatization integration, while the green line shows teacher motivation and job satisfaction. Both measures are in arbitrary units. As seen in the graph, from 2010 to 2022, there is a noticeable positive trend in both the integration of informatization and the motivation and job satisfaction of teachers. This suggests a correlation where increased informatization integration coincides with higher levels of teacher motivation and job satisfaction over the years. This hypothetical data aligns with the concept that the adoption of information and communication technologies in education can positively impact teacher experiences and satisfaction. Изображение выглядит как текст, линия, снимок экрана, График Автоматически созданное описание Figure 2. Impact of Informatization on Teacher Motivation Source: compiled by Wynn Marlar, Mohamad Zreik. When it comes to helping educators grow professionally, informatization is equally vital. Teachers in rural regions can interact with colleagues, share experiences, and learn new things using internet resources, educational platforms, and virtual communities of practice. In remote areas, where chances for career advancement and teamwork are often limited, this connection is extremely important. The variables that contribute to teacher turnover, such as feelings of professional isolation and stagnation, can be mitigated through informatization, which promotes continual learning and peer support. In addition, administrative efficiency can be enhanced by the incorporation of ICT in education. Teachers in rural regions frequently have a heavy administrative burden that takes time away from their primary responsibility of teaching. By automating a lot of these clerical processes, such as student evaluations and record keeping, informatization allows educators more time to devote to actual instruction and student interaction [44]. A major component in improving job satisfaction and minimising burnout is this decrease in administrative burden, which influences teachers' decisions to remain. The effects of informatization, however, are not problem-free. Inadequate infrastructure, such as consistent internet access and digital device availability, is a common barrier to the effective integration of ICT in rural schools [45]. Furthermore, in order to guarantee that educators are prepared to make good use of new tools, training and assistance are necessary. Regardless of these obstacles, informatization has a good chance of influencing rural Myanmar teacher retention in a positive way, leading to teachers who are more engaged, supported, and satisfied in their work. Discussion. A complex knowledge of the interplay between the many elements that impact a teacher's choice to stay in their job is required for interpreting the results of this study on teacher retention in rural Myanmar. Fundamental to this view is the idea that the complex mix of possibilities and threats that teachers encounter in rural areas determines whether or not they stay in the profession. Teachers in rural schools in Myanmar face one-of-a-kind circumstances due to the combination of social and economic difficulties and physical isolation. When taken together, these elements create a setting that teachers may find emotionally and physically taxing. The personal well-being and effectiveness of teachers in these contexts are both affected by the inadequate resources and infrastructure they often face. These difficulties are made much worse by the cultural differences and financial limitations they face. Nevertheless, it is essential to recognise that these challenges do not only discourage educators; they also offer chances for perseverance, flexibility, and creativity. There are advantages and disadvantages for teachers due to the cultural and language variety in rural Myanmar. It has the ability to enhance educators' professional experiences by exposing them to other cultures and learning contexts, but it can also cause feelings of isolation and communication problems. In today's increasingly globalised society, cultural competency and adaptability are crucial in rural education, especially in this context. The results also provide insight into how informatization might revolutionise schooling in rural areas. A glimmer of hope in tackling some of the fundamental problems with teacher retention is the incorporation of ICT into education. Informatization has the potential to greatly boost teacher motivation and job satisfaction by improving teaching approaches, expanding opportunities for professional development, and decreasing administrative costs [46]. Nevertheless, it is crucial to take into account the local context while implementing these technologies, such as the infrastructure that is available and the necessity of teacher training in information and communication technology. In addition, the study's results indicate that the larger socio-political and economic context is necessary to understand the phenomenon of teacher retention in rural Myanmar. Factors outside of the classroom, such as community support, government policy, and the general importance of education in rural areas, impact teachers' decisions to stay in their jobs. Consequently, it is imperative that initiatives to boost teacher retention adopt a comprehensive strategy, tackling both the acute difficulties encountered by educators and the underlying systemic problems in rural Myanmar's educational environment. The bar chart in figure 3 illustrates the key challenges faced by rural teachers in Myanmar. It shows three major challenges: inadequate resources, cultural barriers, and limited professional development opportunities. The values assigned to each challenge represent the relative impact or severity of these challenges. In this illustration, inadequate resources are seen as the most significant challenge, followed by limited professional development opportunities and cultural barriers. Изображение выглядит как текст, снимок экрана, Прямоугольник, диаграмма Автоматически созданное описание Figure 3. Challenges faced by rural teachers Source: compiled by Wynn Marlar, Mohamad Zreik. Informatization, the integration of information and communication technologies in education, emerges as a pivotal tool for enhancing teacher retention, particularly in the challenging environments of rural Myanmar. The results of this study shed light on how informatization has changed the face of education and how it may help solve some of the biggest problems that educators encounter today. A shining example of innovation is the incorporation of digital tools and resources into rural classrooms, which provide teachers with fresh and interesting ways to educate. This empowerment through technology breathes new life into the teaching profession by bringing a feeling of adventure and excitement to each classroom. These tools are more than simply a convenience for teachers who work alone; they are a vital connection to the education community and pedagogical progress in the globe at large [45]. Especially in the face of the constant difficulties inherent in rural education, this bond is critical for maintaining teachers' passion and dedication to their jobs. A great number of rural educators have found that informatization opens doors to professional development opportunities that were previously out of reach [47]. Teachers are able to keep up with the latest developments in education and improve their own teaching practices through the many digital resources available to them, such as online courses, virtual workshops, and resource libraries [48]. Because it gives them a chance to advance their careers, teachers are more likely to be happy and committed to their jobs when they have opportunities to do so. The importance of teamwork in informatization cannot be emphasised enough. Teachers from all around the world can find each other and work together towards a common goal using online platforms. With the help of these online communities, people are able to find direction, ideas, and a place to work together to solve problems [49]. Having access to such networks can mean the world to teachers in rural locations, who may otherwise feel alone in their profession. The lessening of administrative duties is another more practical facet of informatization that relates to education. From keeping track of attendance and grades to organising lessons and sharing resources, digital tools have made many mundane jobs much easier. Teachers can better focus on their students and their work if they are not burdened with administrative tasks [45]. Improving job happiness and reducing burnout are important variables in teacher retention, and this shift in focus can help achieve both. Nevertheless, there are obstacles to implementing informatization successfully in rural Myanmar. It is imperative that problems like inadequate internet access, a dearth of digital equipment, and the necessity of technological training for educators be resolved. In addition, to make sure it fits in with the local context and meets the unique needs of rural instructors and students, ICT integration into education needs careful planning and assistance. Conclusion. The study concludes with a set of policy suggestions meant to improve the situation, after having explored teacher retention concerns in rural Myanmar. The necessity of a comprehensive strategy that recognises the complex character of the difficulties encountered by educators in these contexts is fundamental to these suggestions. The first critical issue is the lack of adequate financial incentives and support systems for rural educators. Teachers in these areas confront unique obstacles owing to their remoteness and lack of resources; as a result, policies should be crafted to provide them with competitive wages and benefits. To further alleviate the financial strain of relocating to a rural area, housing subsidies or allowances should be provided, especially to educators leaving urban areas. It is important to prioritise opportunities for professional development with monetary incentives. Rural educators should have access to ongoing professional development opportunities funded by the government and run in conjunction with schools. One possible solution is to create online spaces where educators can work together and share information, so that no matter where they are, they may always have access to the latest training and education. Not only would these programmes help educators become more proficient in their fields, but they would also boost their morale and happiness on the job. The improvement of school infrastructure and resources is an important area where policy should be intervened. Schools in remote areas desperately need funding for improvements to their physical and technical facilities. Making sure people have access to digital gadgets, maintaining stable internet connections, and enhancing essential facilities like libraries, labs, and classrooms are all part of this. Not only would kids gain from these upgrades, but instructors would also enjoy a more pleasant workplace. Teachers new to rural areas may also benefit from cultural integration programmes. In order to facilitate teachers' cultural and social integration, these programmes may centre on language training, cultural sensitivity workshops, and community involvement activities. This would allow them to establish strong links with the local population. Public policy ought to promote education and civic engagement. Teachers and children alike can benefit from a more positive learning environment that is fostered via community engagement. Some examples of community engagement programmes include Parent-Teacher Associations (PTAs), community-based learning initiatives, and advisory committees at the local level. In remote locations like Myanmar, informatization has the potential to greatly impact future educational techniques. Findings from this research highlight informatization's promise to improve education in the future by tackling existing problems and paving the way for more inclusive and flexible curricula. When it comes to closing the achievement gap between urban and rural areas, informatization will be an essential tool in the future. Thanks to technological advancements, educational opportunities and resources that were previously unavailable to students and instructors in rural areas are now within reach. Providing equitable access to education requires the democratisation of educational resources so that students in rural areas may compete with their urban peers. Tools for professional development and collaboration made possible by informatization are essential for teachers' progress and job satisfaction. Building and maintaining online professional networks where educators may connect, communicate, and support one another should be a priority for future initiatives. Teachers in rural or otherwise underserved areas may find these networks particularly helpful since they bring them together with other educators and give them a feeling of purpose. But it takes considerable preparation and implementation to successfully include informatization into instructional practices. To prioritize the availability, accessibility, and relevance of technology in meeting the needs of rural educators and students is essential. This includes spending money on infrastructure, like consistent internet access, and making sure both students and educators have the skills to make good use of these tools. It is important to consider the cultural and socioeconomic conditions of rural areas while developing future initiatives. Instead than trying to supplant more conventional forms of instruction, informatization should work to improve upon them. The success and acceptance of technology will depend on how well it integrates with local cultures and languages.

About the authors

Wynn Marlar

Huazhong University of Science and Technology

Email: wynnmarlar.lin@gmail.com
PhD in Educational Economy and Management, School of Education 1037 Luoyu Road, Hu Bei Sheng, Wu Han Shi, 430074, People's Republic of China

Mohamad Zreik

Sun Yat-sen University

Author for correspondence.
Email: mohamadzreik1@gmail.com
ORCID iD: 0000-0002-6812-6529

PhD, Postdoctoral Fellow, School of International Studies

No. 2 Daxue Road, Xiangzhou District, Zhuhai, Guangdong Province, 519082, People's Republic of China

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