Developing and retaining agricultural education teachers in California

Abstract

The purpose of this phenomenological study was to explore the lived experiences of agricultural education teachers at the high school level, seeking to understand agricultural education teachers' choice of profession, the events and activities that contribute to self-efficacy as well as longevity in the profession. A lack of sufficient qualified agricultural education teachers has been recognized at the national level as well as the state level in California. The following research questions guide this study: 1) What experiences led current agricultural education teachers to choose the profession? 2) What experiences during a teacher's tenure in agricultural education affect self-efficacy? 3) What experiences contribute to greater longevity in the agricultural education profession? The three guiding questions were explored through in-depth semi-structured interview, observations, and artifacts. Four major themes emerged from a triangulation of the data from semi-structured interviews, observations, and artifacts and are presented as findings: (a) passion was expressed through an on-going commitment; (b) priorities are the basis for longevity; (c) relationships contribute to efficacy, effectiveness, and longevity; and (d) building capacity in students strengthens ongoing relationships. Classroom teaching alone does not seem to entice or contribute to longevity of agricultural education teachers. Agricultural education programs reach far beyond the classroom including leadership development through the FFA, experiential learning with SAE projects, and working with the community members and leaders. Four recommendations for attracting, developing, and contributing to self-efficacy and longevity in agricultural education profession were identified through the trail of evidence presented in the findings and conclusions: (a) actively encourage students to become agriculture educators, (b) establish staged professional development, (c) create mentor programs that support the development of life balance skills, and (d) establish a state-wide effort to gather information on program impact.%%%%Ed.D., Educational Leadership and Management – Drexel University, 2014