Education in remote regions is a global problem (Chunling, 2011). In Europe the 23% of the total population lives in remote areas (European Commission, 2013), in the United States more than 40% of the population attends remote schools (National Center for Education Statistics, 2010), while in Greece this proportion reaches 22% (United Nations, Department of Economic and Social Affairs, Population Division, 2014).
Despite the large size of these percentages, serious educational disparities between remote and urban schools have been reported (Lingam & Lingam, 2013). These inequalities are related to the distribution of education and create a gap between remote - urban areas. In the case of teachers, inequalities in their professional development have been noted. These inequalities have a direct impact on students' learning quality, as teachers are the most critical variable for improving learning (Hattie, 2009; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004). This fact makes the present work important as it proposes action research as an effective form of teacher professional development aimed at reducing disparities between urban and border areas.
The research was conducted in the 2017-2018 school year, in 107 Primary and Secondary Schools located in remote areas. The purpose was to investigate the factors that influence the intention of remote teachers to integrate educational action research into their daily practice. Statistical data processing was employed in addition to descriptive and inductive statistics, Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA) and Structural Equation Modeling.