Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated
with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included
(N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus,
(3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early
and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.
ABSTRACT. The purpose of this article is to share the experience of a non-tenure track college instructor who transformed the student learning experience by redesigning two face-to-face courses with service-learning components into hybrid courses based on the Multimodal Model. The author shares unique scheduling ideas along with examples from freshman direct-service and senior project-based service-learning experiences.
During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers
at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states,
this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment.
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