High School Agriculture Teachers' Career Satisfaction and Reasons They Stay in Teaching Profession

Normala Ismail,Greg Miller

doi:10.13189/ujer.2020.081313

Abstract

The purpose of the study was to evaluate the reasons why high school agriculture teachers remain in teaching. A descriptive census study was implemented on agriculture teachers (N=252) utilizing an online validated questionnaire in Iowa. A total of 119 agriculture teachers completed the questionnaire with a response rate of 47%. A four-point Likert-type scale from 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree was used to measure reasons why teachers stay in the teaching. Mean and standard deviation was 2.88(.32) for overall reasons to stay in teaching demonstrating these reasons influenced teachers to remain in teaching. Findings shows more than half teachers (f=54, 45.4%) plan to remain in teaching for 11 or more years. Further crosstabulates analysis on years of teaching experience variable with three different plans to stay shows that substantial number of late-career teachers plan to stay in short time (50%), 33.7% mid-career teachers plan to stay for 11 or more years, and newly teachers plan to stay for less than 10 years (42.9%). Findings are consistent with literature that reported years of teaching experience which was a predictor for teacher retention.

Highlights

Teacher retention crisis has been widely reported in the United States with the issues of shortage of enough qualified teachers
The results indicate that Iowa agriculture teachers feel teaching agricultural education is challenging, yet it provides them job satisfaction that makes them remain in teaching
Findings of this study supported the Chapman Model (1984) where teaching experience was a significant predictor for teacher retention

Summary

Introduction

Teacher retention crisis has been widely reported in the United States with the issues of shortage of enough qualified teachers. Previous research found that teacher characteristics such as gender, age, years of teaching experience, academic background, and ethnicity affect the retention (Hughes, 2012; Hanushek, Kain, & Rivkin, 2004; Ingersoll, 2001). Several researchers have identified age and years of experience as significant predictors that contribute to teacher retention (Hughes, 2012; Hanushek, Kain, & Rivkin, 2004)

Objectives

Methods

Results