The goal for this research synthesis was to introduce the concept of resilience to agricultural education and determine if further research is warranted on resilience and positive psychology as they relate to the agricultural educator. The current environment of public schools coupled with the ever-burgeoning responsibilities placed upon the shoulders of educators makes resilience an increasingly vital characteristic to the classroom teacher. Teachers who are resilient are able to persevere through adversity and overcome stress to find success. The study of resilience has a theoretical base in positive psychology (Snyder & Lopez, 2009). Effective coping behaviors used to manage daily stress are essential to teacher retention and job satisfaction for teachers (Carmona, Buunk, Peiro, Rodriguez, & Bravo, 2006). Based on this synthesis of research, a conceptual framework visualizing the relationship between teacher resilience and agricultural educator stress and burnout was developed as well as a list of recommendations for further research.

Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed as a framework for explaining agriculture teacher retention or attrition and includes the multivariate constructs of Personal Factors, Working Conditions, Teacher Development, and Compensation. Demographic characteristics are explored as well as differences between novice and experienced teachers and their perceptions of attrition influences. This study is unique in that it reports survey data from teachers who have left the profession (n = 91) and explores their reflective perceptions about reasons for leaving. Among all teachers, Personal Factors and Teacher Development were found to have the most impact on decisions to leave the profession. Compensation was found to be a more significant attrition influence for novice teachers than for experienced teachers. Recommendations for organizations hoping to promote agriculture teacher retention are discussed.

Approximately half of a million educators move or leave the profession each year with an estimated 41% of all educators exiting within the first five years. Additionally, agriculture teacher preparation programs are not producing enough graduates to meet current demands with 1,476 agricultural teacher vacancies existing in 2016 and only 772 individuals completing an approved teacher preparation program to become fully licensed. While the lack of young people entering the teaching profession is concerning, researchers have suggested teacher attrition is the predominant reason behind the ongoing teacher shortage. The purpose of this qualitative study was to identify factors influencing former agriculture teachers' decision to leave the classroom. Themes developed that stem from unrealized expectations for one's career and the belief that being an excellent agriculture teacher is incompatible with a satisfying personal life. A final theme indicated the need for additional support alongside a philosophical shift in the profession that dictates "more is not always better." Recommendations are made for further research along with ideological and practical shifts needed within the profession to improve teacher retention.

Agricultural educators hold a position that bears much responsibility to many different stakeholders and is accompanied by many forms of stressors, making a high level of resilience particularly essential to this group (Anderson, Kitchel, & Thieman, 2012;Croom, 2003;Straquadine, 1990;Walker, Garton, & Kitchel, 2004

School Based Agricultural Education (SBAE) teachers can experience physiological stress through their various roles and responsibilities, including preparing Career Development Event (CDE) teams. Through CDE participation, students can encounter numerous benefits, but these academic competitions could be catalysts for stress. The purpose of this exploratory case study was to contextualize the experiences of high-achieving SBAE teachers and CDE participants through the lens of stress and resilience. Using a concurrent triangulated mixed methods design, physiological, quantitative data were collected through ambulatory heart rate monitors, and qualitative data were collected through teacher and CDE participant daily journals. We found that teachers encountered stress reactions the majority of the time with little to no recovery, where students experienced a more extensive range of stress reactions and recovery within the quantitative analysis. Both CDE contextspecific and role-specific stress catalysts existed within the qualitative and convergent analysis. SBAE teachers and CDE participants should utilize strategies that address both (a) sleep deprivation and (b) anticipatory and in-action stress to allow for increased cognitive performance and resilience.