Impact of student teaching experiences, personal demographics, and selected factors on the decisions of pre-service agricultural education teachers to enter into teaching

Hovatter, Gene Allen

doi:10.33915/etd.1468

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…The ten types of influences identified by the participants were altruistic motives (wanted to help society), past experiences, past teachers, personal characteristics, parents or family, love of children, peers, selfbenefiting, interest in subject, and parenting. Hovatter (2002) found that preservice teachers agreed that their decision to enter teaching was impacted by influences of family, friends, their high school agricultural teacher, and an enjoyable student teaching experience. Cotton (2005) (Hovatter, 2002).…”

Section: Choosing a Teaching Careermentioning

confidence: 99%

“…Hovatter (2002) found that preservice teachers agreed that their decision to enter teaching was impacted by influences of family, friends, their high school agricultural teacher, and an enjoyable student teaching experience. Cotton (2005) (Hovatter, 2002).…”

Section: Choosing a Teaching Careermentioning

confidence: 99%

“…Many of these factors are fostered by observing and modeling people who the individual has had contact (Bandura, 1986). In the case of individuals who pursue a career teaching agriculture, many have background experience in agricultural youth organizations such as the National FFA Organization and/or the 4-H organization (Hovatter, 2002;Rocca & Washburn, 2006). Along with involvement in those agricultural youth organizations, individuals have the opportunity to observe and interact with professionals tied to those organizations, including agriculture teachers and Extension personnel.…”

Section: Chapter I Introductionmentioning

confidence: 99%

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Factors that influence an individual's decision to teach agricultural education

Hall¹

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Factors that Influence an Individual's Decision to Teach Agricultural Education Lee Ann Hall The purpose of this study was to determine the factors that influence an individual's decision to teach agricultural education. A descriptive research design, in the form of a census survey, was used to collect data for this study. The population included individuals who completed their student teaching from 2002-2005 while attending one of five universities in the eastern United States. The five most influential factors identified by the respondents included (in order of influence): their agriculture teacher, agricultural background, FFA involvement, high school agricultural program involvement, and family. Individuals who did not teach agriculture made their decision based on the following reasons: student teaching experience, demands of the job, low salary, no teaching jobs in the area, and time requirements. Respondents who had left teaching cited a lack of administrative support, low salary, time requirements, no other available jobs in area, unsuccessful as a teacher, and too many demands other than teaching.

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Section: Choosing a Teaching Careermentioning

confidence: 99%

Section: Choosing a Teaching Careermentioning

confidence: 99%

Section: Chapter I Introductionmentioning

confidence: 99%

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Factors that influence an individual's decision to teach agricultural education

Hall¹

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An Assessment of Problems Faced by High School Agricultural Education Teachers

Boone¹,

Boone²

2009

JAE

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Leaders in the agricultural education profession established a goal to expand the number of programs offering high school agriculture education over the next 10 years. If the agricultural education profession is going to meet this challenge, it will need to increase its supply of qualified teachers. Currently agricultural education faces a shortage of qualified teachers. The situation is made worse by the attrition of teachers from the profession. One way to increase the number of qualified agricultural education teachers is to reduce the number of teachers who leave the profession early through attrition. The purpose of this study was to identify and quantify the problems faced as beginning teachers and the problems teachers currently face in West Virginia. Financial rewards for teaching were perceived as a moderate to strong problem for teachers as they entered the profession and as a moderate to strong problem for current teachers. Teachers viewed time management, paperwork, and balancing school and home activities as a slight to moderate problem for beginning teachers as well as a slight to moderate problem for current teachers. Respondents also felt facilities-equipment, student motivation, and discipline were slight to moderate problems for beginning teachers.

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Impact of student teaching experiences, personal demographics, and selected factors on the decisions of pre-service agricultural education teachers to enter into teaching

Cited by 2 publications

References 7 publications

Factors that influence an individual's decision to teach agricultural education

Factors that influence an individual's decision to teach agricultural education

An Assessment of Problems Faced by High School Agricultural Education Teachers

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