Challenges of Living alongside the Blackboard: A Conceptual Model of Temporary Residence of Teachers in Rural Schools (Bitouteh)

Document Type : Original Article

Authors

Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.

10.48310/jcdr.2026.22863.1303

Abstract

Background and Objectives: In remote rural areas, commuting difficulties have made teachers’ “overnight stays” (Bitouteh) a necessary strategy for educational continuity. Despite its prevalence, comprehensive research on this phenomenon is lacking. This study aimed to identify the factors, dimensions, strategies, and consequences of rural teachers’ Bitouteh and develop a conceptual model based on grounded theory. Methods: This qualitative study employed systematic grounded theory (Strauss & Corbin). Thirteen active/retired teachers and administrative experts were selected using purposive sampling with maximum variation. Data were collected via semi-structured interviews and analyzed through open, axial, and selective coding phases. Validity was confirmed through member checking and peer debriefing. Findings: The extracted paradigm model revealed six main categories: 1) Causal conditions (structural-geographical, organizational, and personal factors); 2) Core phenomenon (a multidimensional experience ranging from commitment to isolation); 3) Contextual conditions (cultural duality and infrastructure deprivation); 4) Intervening conditions (safety risks and administrative inefficiency); 5) Strategies (proactive, such as resilience, and avoidant, such as seeking transfers); 6) Consequences, comprising desirable outcomes (professional growth, deep teacher-student bonds) and undesirable ones (burnout, turnover intention). Conclusion: Teachers’ Bitouteh is a double-edged sword. Without organizational support and basic infrastructure, it leads to burnout; however, it offers significant potential for professional growth. Policymakers must revise incentive systems and provide welfare and safety facilities to transform this challenge into an opportunity for educational equity.

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References

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