State Wide Self-Assessment of General Program Standards for Agricultural Education

Blackburn, J. Joey; Bunchm, J. C.; Haynes, J. Chris

doi:10.5032/jae.2017.01014

Cited by 11 publications

(14 citation statements)

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“…It can be concluded the mid-career agriculture teachers who participated in 2016 XLR8 program were more satisfied than dissatisfied with their job. This is consistent with the literature reporting agriculture teachers as being satisfied with their careers (Blackburn et al, 2017;Blackburn & Robinson, 2008;Cano & Miller, 1992;Castillo & Cano, 1999;Chenevey et al, 2008;Gilman, Peake, & Parr, 2012;Kitchel et al, 2012;Sorensen & McKim, 2014;Sorensen et al, 2016a;Walker et al, 2004). Furthermore, there were no significant differences in overall job satisfaction between those contemplating leaving the classroom and those who were not.…”

Section: Conclusion Implications and Recommendationssupporting

confidence: 90%

“…To establish levels of job satisfaction for teachers, the Brayfield-Rothe job satisfaction index (JSI) (Brayfield & Rothe, 1951), as modified by Warner (1973), was developed. Several variations of this instrument have been utilized within the agricultural education profession to determine levels of job satisfaction of teachers (Blackburn et al, 2017;Blackburn & Robinson, 2008;Cano & Miller, 1992;Castillo & Cano, 1999;Chenevey et al, 2008;Gilman et al, 2012;Walker et al, 2004), and as previously mentioned, agricultural educators are generally satisfied with their careers.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

“…Agricultural education researchers have attempted to identify issues and isolate factors leading to the teacher attrition problem within the agricultural education profession. Several of the factors include: stress (Lambert, Henry, & Tummons, 2011;Myers, Dyer, & Washburn, 2005;Torres, Lawver, & Lambert, 2009), burnout (Chenevey, Ewing, & Whittington, 2008;Croom, 2003;Kitchel et al, 2012), the inability to balance work with family life (Blackburn, Bunch, & Haynes, 2017;Boone & Boone, 2009;Hainline, Ulmer, Ritz, Burris, & Gibson, 2015;Mundt & Connors, 1999;Murray, Flowers, Croom, & Wilson, 2011;Myers et al, 2005;Sorensen, McKim, & Velez, 2016a;Sorensen, McKim, & Velez, 2016b), possessing a low degree of self-efficacy (Blackburn & Robinson, 2008;Hasselquist, Herndon, & Kitchel, 2017;Knobloch & Whittington, 2003;McKim & Velez, 2015;Wolf, 2011), inadequate compensation (Boone & Boone, 2009;Lemons, Brashears, Burris, Meyers, & Price, 2015), lack of administrative support (Boone & Boone, 2007;Castillo & Cano, 1999;Kelsey, 2006;Walker, Garton, & Kitchel, 2004), lack of student motivation and poor behavior (Boone & Boone, 2009;Tippens, Ricketts, Morgan, Navarro, & Flanders, 2013), heavy workload (Hainline et al, 2015;Lambert et al, 2011;Murray et al, 2011;Sorensen et al, 2016a), poor working conditions (Boone & Boone, 2007;Castillo & Cano, 1999;…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, researchers reported agriculture teachers are generally satisfied with their careers (Blackburn et al, 2017;Blackburn & Robinson, 2008;Cano & Miller, 1992;Castillo & Cano, 1999;Chenevey et al, 2008;Gilman, Peake, & Parr, 2012;Kitchel et al, 2012;Sorensen & McKim, 2014;Sorensen et al, 2016a;Walker et al, 2004), and yet, many still leave the teaching profession. This creates an opportunity to establish overall job satisfaction as a leading contributor to high teacher attrition rates or if specific attrition variables have a greater impact on an agriculture teacher's decision to leave the profession.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Over The Edge: Factors Nudging Mid-Career, School-Based Agriculture Teachers Out of the Profession

Solomonson¹,

Retallick²

2018

JAE

Self Cite

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The field of agricultural education has experienced a consistent labor shortage the past several decades. Consequently, many school districts struggle to fill their open positions, while others are forced to shut down their agricultural programs completely due to inadequate staffing. Teacher attrition has been identified as a predominant factor behind the teacher shortage. The purpose of this mixed-methods study was to identify factors influencing mid-career school-based agriculture teachers' decision to stay in or leave the secondary agriculture teaching profession. Researchers developed and administered questionnaires, as well as conducted interviews, to gather data from current, mid-career agriculture teachers to answer the research questions. The researcher's discovered mid-career agriculture teachers are satisfied with their careers and significant differences do not exist in overall job satisfaction between those contemplating leaving and those who were not. However, differences existed between groups in areas related to recognition and school policy and administration. Additional findings suggest mid-career agriculture teachers value student and program successes, autonomy and variety, and stakeholder support. Moreover, the researcher's discovered mid-career agriculture teachers experience similar frustrations as teachers in other professional life stages; however, they seem to struggle more with balancing their personal and professional lives due to changing family dynamics.

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Section: Conclusion Implications and Recommendationssupporting

confidence: 90%

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Over The Edge: Factors Nudging Mid-Career, School-Based Agriculture Teachers Out of the Profession

Solomonson¹,

Retallick²

2018

JAE

Self Cite

View full text Add to dashboard Cite

show abstract

“…To address the issue, researchers must identify why agriculture teachers are leaving the profession. Several studies have revealed agriculture teachers as mostly satisfied with their careers (Blackburn, Bunch, & Haynes, 2017;Blackburn & Robinson, 2008;Cano & Miller, 1992;Castillo & Cano, 1999;Chenevey, Ewing, & Whittington, 2008;Gilman, Peake, & Parr, 2012;Kitchel et al, 2012;Sorensen & McKim, 2014;Sorensen, McKim, & Velez, 2016;Walker, Garton, & Kitchel, 2004). With this considered in the context of significant attrition issue, being "mostly satisfied" with one's career does not appear to be enough to prevent attrition.…”

Section: Introductionmentioning

confidence: 99%

Why Do They Leave and Where Do They Go? A Qualitative Study of Illinois School-Based Agriculture Teachers Who Left The Profession

Solomonson¹,

Thieman²,

Korte³

et al. 2019

JAE

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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.

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Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

Mokhtar

Maouloud

Omowunmi

et al. 2021

Management in Education

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The aim of the paper is to establish the mediating role of teachers’ self-efficacy in the relationship between teachers’ job satisfaction and teachers’ commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers’ commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers’ commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers’ commitment and job satisfaction, both teachers’ commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers’ commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers’ job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers’ self-efficacy so as to spur them to perform better at their jobs.

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State Wide Self-Assessment of General Program Standards for Agricultural Education

Cited by 11 publications

References 0 publications

Over The Edge: Factors Nudging Mid-Career, School-Based Agriculture Teachers Out of the Profession

Over The Edge: Factors Nudging Mid-Career, School-Based Agriculture Teachers Out of the Profession

Why Do They Leave and Where Do They Go? A Qualitative Study of Illinois School-Based Agriculture Teachers Who Left The Profession

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

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