The purpose of this study was to ascertain which 4-H marketing methods and messages influenced West Virginia youth to join the 4-H program. 4-H youth between the ages 13 to I8 were surveyed to obtain their perceptions of the most effective marketing methods and messages. Electronic media (Internet information) and word-of-mouth were considered the most effective methods for recruiting potential 4-H members. Active messages, particularly those stressing camps, fun, and friendships were considered the most effective marketing messages for retaining youth in the 4-H program. A statewide plan must be developed utilizing those methods and messages recognized as most effective to offset the recent decline in 4-H membership in West Virginia.
This study was designed to determine effective recruitment and retention techniques for increasing enrollment in the West Virginia 4-Hprogram. Data were collectedfor this survey research from county 4-H club leaders and Extension agents via two mail questionnaires. The sample consisted of I65 county 4-H club leaders and 55 Extension agents. A total of 115 (52%) usable questionnaires were returned Participants rated the perceived importance of various recruitment and retention techniques used by 4-H club leaders. The highest rated recruitment techniques were "have exciting and active clubs to entice others to join, " "word of mouth-friends telling friends about 4-H, " "make meetings/programs interesting and fun, " "make members feel welcome, " and "'allow 4-H members to participate and take active roles in the club. " The highest rated retention techniques were "'an effective county agent, staff, and 4-H leader, " "must be pro 4-H, " "fun camping programs, " "provide praise, motivation, and encouragement, " "let older members know how important they are to the success of the club, " and 'provide efficient and fun meetings, programs, and activities. " Inservice workshops for West Virginia Extension agents and 4-H club leaders should be conducted on organizing an effective and exciting 4-H club meeting and maintaining a dynamic 4-H club.
Research concerning work/family relationships have focused largely on the differentiation of the two roles. When job satisfaction and work performance are addressed, most writers tend to deal with variables other than and separate from family and personal life. However, it has been shown that the amount of time a vocational agriculture teacher spends in professional activities, especially after regular school day hours, has a direct effect on his or her spouse's marital satisfaction and perception of problems associated with the teacher's job (Coughlin, 1987; Straquadine, 1985). Studies dealing with teacher turnover have noted that the personal and family life of the vocational agriculture teacher can influence actions concerning the professional life. Teachers have indicated that "spouse's reaction to job obligation" (Cooper and Nelson, 1981) and "wife not happy with vocational agriculture profession" (Mattox, 1974) were among the many reasons they leave the profession.
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