Modern schools have to operate in a constantly changing and competitive educational environment, where image building becomes an important strategic factor. This is especially relevant for schools located in rural areas, which are faced with a decreasing number of students, increasing competition between educational institutions, and the possibility for parents to more freely choose the place of education for their children. The often-occurring stereotypical attitude of society towards rural schools as educational institutions with limited opportunities must be corrected by purposefully shaping the image of the school. Schools located in rural areas often have certain advantages, such as a close-knit community, smaller class sizes, individualised attention to students, and a stronger connection to local traditions and culture. To date, very little attention has been paid to schools in rural areas in scientific research. In order to ensure the quality of education and sustainable development in rural areas, it is necessary to deepen research into the specifics of the activities, challenges, and successful practices of these schools, which could contribute to their strengthening and development. In building the image of the school, the contribution of the community members of the entire institution is important. This study focuses on teachers’ experiences, emphasising their leadership in building the image of rural schools. Thus, the aim of the study is to analyse teachers’ experiences in building the image of schools in rural areas.

To conduct the research, a focus group discussion method was chosen, which allows participants to actively share opinions, complement each other and develop newly emerging ideas. The research sample was drawn using criterion-based sampling. Teachers who work in schools in rural areas, teach various educational subjects, are actively involved in the life of schools, that is, are members of their councils, were invited to the focus groups. The empirical study was organised and conducted in March-April 2025. The study involved 15 teachers from 5 schools located in rural areas in Lithuania. The results were analysed using qualitative content analysis.

Summarising the results of the teachers’ focus group discussion, it can be noted that the image of the school is associated with a favourable response about it, trust in the entire school community, its focus, and a positive microclimate. According to the informants, image building in rural schools is manifested through public confidence, communication and cooperation with the surrounding environment, internal culture, and a balance between traditions and flexibility. A safe learning environment and the child’s emotional well-being are also identified as important elements of the image. According to the informants, the attitude of the community and involvement in school life, communication with parents are extremely important. In the community, the image of the school is strengthened through its involvement in the educational process, non-formal activities, communication and publicity, joint projects and partnerships. The analysed results also highlighted the consequences of creating a positive image, that is, attracting students and teachers and ensuring awareness. The analysis of teachers’ experiences also revealed challenges to the image of rural schools, namely political decisions leading to school closures and the indifference of incoming teachers.

Keywords: Rural schools, image building, teachers’ experiences.