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

Solomonson, Jay; Thieman, Erica B.; Korte, Debra S.; Retallick, Michael S.

doi:10.5032/jae.2019.04115

Cited by 6 publications

(11 citation statements)

References 30 publications

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“…Some SBAE teachers leave teaching for other positions because of factors associated with compensation, such as salary, health benefits, retirement plans, and extended contracts . Feelings associated with adequate and fair compensation have been shown to be an important factor associated with teacher retention (Boone & Boone, 2009;Johnson & Birkeland, 2003;Lemons et al, 2015;Solomonson et al, 2019). Ingersoll and Smith (2003) found more than three-quarters of teachers sampled who left the profession were dissatisfied with their salary.…”

Section: Compensationmentioning

confidence: 99%

“…Many efforts have been made to identify factors leading to teacher attrition within SBAE (Blackburn & Robinson, 2008;Blackburn et al, 2017;Boone & Boone 2007;Boone & Boone 2009;Castillo & Cano, 1999;Chenevey et al, 2008;Croom, 2003;Hainline et al, 2015;Hasselquist et al, 2017;Kelsey, 2006;Kitchel et al, 2012;Knobloch & Whittington, 2003;Lambert et al, 2011;Lemons et al, 2015;McKim & Valez, 2015;Mundt & Conners, 1999;Murray et al, 2011;Myers et al, 2005;Solomonson et al, 2019;Sorenson et al, 2016a;Sorenson et al, 2016b;Tippens et al, 2013;Walker et al, 2004;Wolf, 2011). However, few studies have focused on teacher retention and why SBAE teachers remain in their current professions (Clark et al, 2014;Crutchfield et al, 2013, Rice et al, 2011, Thobega & Miller, 2003Warnick et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Factors Influencing the Decsion of Illinois School-based Agricultural Education Teachers to Remain in the Profession

Solomonson,

Still,

Maxwell

2021

JAE

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Due to the overwhelming number of teachers exiting the profession each year, recruitment and retention efforts continue to be a high priority for stakeholders within agricultural education. Specifically, teacher attrition has been identified as one of the leading problematic issues hindering growth of school-based agricultural education (SBAE) programs in the United States. Researchers tell us reducing teacher attrition rates could be a key factor in balancing supply and demand within the profession. Unlike many previous studies that have examined why teachers leave the profession, the purpose of our study was to investigate factors that contribute to a SBAE teacher's decision to remain in the profession. We designed and administered an electronic questionnaire to describe leading factors impacting an Illinois agriculture teachers' decision to remain in the profession and determine if significant differences existed among teachers in their various professional career stages. Among all teachers, personal influences and working conditions were found to be most influential in a teacher's decision to remain in the profession. Several significant differences were discovered among groups, with most factors belonging within the compensation construct. Guidance on how to increase SBAE teacher retention rates and recommendations for future research are included.

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Section: Compensationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Decsion of Illinois School-based Agricultural Education Teachers to Remain in the Profession

Solomonson,

Still,

Maxwell

2021

JAE

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“…Prior research has identified unrealistic expectations, a lack of work-life balance, and an unattainable drive for success as a cause of teacher attrition and career dissatisfaction (Lemons et al, 2015;Solomonson et al, 2019;Traini et al, 2019) and has called for research to identify ways to shift the current paradigm and/or system of agricultural education profession to be more balanced (Lemons et al, 2015;Solomonson et al, 2019;Traini et al, 2019). A reimagination of how the three-component model, and specifically SAE, is conceptualized in agricultural education could address some of the systemic contributors to teacher attrition.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

Thiel,

Marx

2021

JAE

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The purpose of this study was to identify the factors, attitudes, and beliefs that led secondary schoolbased agricultural education (SBAE) teachers to adopt agriscience research Supervised Agricultural Experiences (SAEs) into their programs. Nine current SBAE teachers from North Dakota participated in semi-structured interviews regarding their experiences with agriscience research SAEs. The interviews were subjected to two rounds of coding and were collapsed into themes during a third round of analysis. A myriad of experiences, beliefs, and factors contributed to teachers' decisions to adopt agriscience research SAEs into their programs. However, the most salient reasons were compatibility with the overall goals of the school district, a commitment to whole-student development, teacher ability and support, multitasking behavior, extensive teacher planning and student support, and positive student buy-in. Though the unique experiences of the participants are not generalizable beyond the present study, we offer recommendations for teacher educators, state staff, and teacher leaders regarding the further adoption and integration of agriscience research SAEs into SBAE programs nationwide.

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“…At the school level, instability may take the form of teacher attrition, evidenced by teachers leaving the profession, or teacher mobility, manifested by teachers moving to a different school (Palma-Vasquez et al, 2022). leave (Igo & Perry, 2019;Lemons et al, 2015;Solomonson & Retallick, 2018;Solomonson et al, 2019;Solomonson et al, 2021;Solomonson et al, 2022;Sorensen et al, 2016). Within SBAE, licensed teachers made up approximately 85% of 1680 new hires nationwide in 2021 (Smith et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota

Haddad,

Rada,

Smith

2024

JAE

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Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in [State] over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a new school, and school retention of mobile teachers to average about three years. These findings bear implications for our pre-service preparation, induction level support, and mid-career advice and support relative to the suggested reduction of frequency in mobility with additional teaching experience.

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

Cited by 6 publications

References 30 publications

Factors Influencing the Decsion of Illinois School-based Agricultural Education Teachers to Remain in the Profession

Factors Influencing the Decsion of Illinois School-based Agricultural Education Teachers to Remain in the Profession

Making the Jump: What Led Agriscience Teachers to Adopt Agriscience Research SAEs?

Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota

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