A study such as this seems especially useful at the present time. First, it is likely that the majority of job opportunities for new teachers will occur in smaller communities. Because of the somewhat "sluggish" state of the economy - as well as the reasonably attractive income which might be earned in the educational system - it is probable that relatively small numbers of teachers will in future be leaving the profession. In addition, the predicted decline in the school-age population - if it indeed comes - will tend to restrict job opportunities for some time to come. In such conditions, the vacancies which occur in larger communities will perhaps almost invariably be filled by transferring already-employed teachers among schools in such communities or by "hiring" more experienced teachers who have been released in or wish to transfer from other areas of the province. Furthermore, school boards in larger communities can draw upon comparatively large pools of suitably qualified candidates who do not hold full-time positions. Many of these might have been engaged in "supply teaching", often for years. As a result of such factors, new Education graduates will probably tend to obtain their first appointment in smaller communities, and they may need to be sensitized to the living - and working - conditions in such communities as these are likely to be perceived by a teacher.
Second, in a period in which educational financing tends to be linked mechanically to such considerations as school population, student-teacher ratio and the like, it is perhaps important to draw attention to qualitative variations in teachers' experiences. It may well be, for instance, that the teacher often contributes significantly to the life of the community and that his value cannot be assessed simply in terms of the number of pupils in his classroom.
While such factors are likely to enhance the utility of the present study, the investigation may be of value in more general ways. For example, an examination of teachers' perceptions of living in small communities may help in the identification of appropriate competencies, traits or sensitivities which might be developed with immense benefit in prospective teachers during the course of their professional training. Such attributes would presumably assist teachers in coping with life in small communities. Also, this study may be useful to employers of teachers in that it may suggest additional considerations which may be entertained in determining which of a number of candidates appear(s) suitable for a given position. Also, school board officials with some knowledge of the types of concerns expressed by teachers in small communities may feel encouraged to provide applicants with specific kinds of supplementary information relating to particular teaching positions advertised as vacant.
It must be recognised, however, that since we are concerned with teachers' perceptions we are presenting selected aspects of the teachers' world as seen at present by teachers. It is possible that, through appropriate educational experiences, the likelihood of teachers' perceiving their world in a certain way may be altered. For example, if intending teachers were alerted to the frequent tendency of groups to develop their own "taken-for-granted" knowledge or assumptions about human action - the not unusual tendency for groups to "construct" their own reality - such teachers may be more understanding of a particular community and perhaps less inclined to respond emotionally to what they observe or experience in the community which they serve.