This paper reviews the literature on effective schools from the rural teacher's viewpoint. While research on rural education has frequently focused on economic and structural issues, the teacher is the key to the quality of rural education. However, rural teachers encounter more stressful teaching conditions than urban or suburban teachers, leading to a higher attrition rate. The most significant teacher attribute in effective schools is a sense of teacher efficacy related to student achievement. Schools that nurture this sense of efficacy involve teachers in the planning process, foster faculty openness and collaborative behavior, have clear expectations for teachers and students, recognize teacher and student achievements, and encourage teachers' professional growth, entrepreneurial skills, and commitment to the community. Educators attempting to achieve educational reforms in rural settings face inherent resistance to change in education systems, complicated by the economic deficiencies found in most rural areas. The report discusses emerging trends in educator preparation and certification, conditions for professional practice, and the direction of effective school research. It evaluates these trends as they relate to effective school findings and the special needs of rural schools. Contains 87 references. (SV)