The Relationship Between the Perception of Social Isolation and Teachers' Career Plans in Schools of the Chukotka Autonomous Region: Experience of Remaining and Departed Teachers

The Chukotka Autonomous Okrug, as one of Russia's most remote regions, faces an acute shortage of teaching staff in rural schools, where high salaries do not always compensate for social isolation. The article analyzes the impact of social isolation on teachers' professional decisions, comparing the experiences of those who remain and those who leave. Based on semi-structured interviews with school directors, remaining and departed teachers, the forms of isolation are identified: objective (geographical remoteness, resource scarcity, harsh climate) and subjective (loneliness, alienation). Isolation intensifies emotional burnout and demotivation, particularly among the departed, where external motives (financial incentives) prevail, leading to turnover. Remaining teachers adapt through internal motivation (professional responsibility, career growth) and social support (colleagues, mentoring), which mitigates stress. Institutional measures (housing, allowances) help but their shortcomings (bureaucracy, poor housing quality) exacerbate issues. The findings confirm theories of social isolation, burnout, and coping, highlighting the need for comprehensive adaptation programs. Conclusions offer recommendations for staff retention: strengthening mentoring, improving infrastructure, and psychological support. The study fills a gap in understanding teacher adaptation in Arctic regions, contributing to reducing turnover and enhancing educational quality.