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Why Agricultural Educators Remain in the Classroom

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Title: Why Agricultural Educators Remain in the Classroom
Language: English
Authors: Crutchfield, Nina, Ritz, Rudy, Burris, Scott
Source: Journal of Agricultural Education. 2013 54(2):1-14.
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Agricultural Education, Teacher Persistence, Family Work Relationship, Careers, Decision Making, Secondary School Teachers, Geographic Location, Gender Differences, Correlation, Teacher Participation, Questionnaires, Teacher Attitudes, Likert Scales
Geographic Terms: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee
ISSN: 1042-0541
Abstract: The purpose of this study was to identify and describe factors that are related to agricultural educator career retention and to explore the relationships between work engagement, work-life balance, occupational commitment, and personal and career factors as related to the decision to remain in the teaching profession. The target population for this study was defined as experienced agricultural educators who had completed a minimum of four years of teaching experience, who were currently employed in a secondary agricultural education classroom for the 2009-2010 school calendar. The accessible population consisted of those experienced agricultural educators in the southern region of the United States: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. The study sought responses from a stratified random sample of those teachers to ensure geographical and gender representation equivalent that of the target population. This study employed descriptive-correlational research procedures. The instrument was constructed utilizing portions of four studies to measure the variables of interest. A linear regression analysis revealed a 25% variance in occupational commitment attributed to work-life balance and work engagement combined.
Abstractor: As Provided
Number of References: 50
Entry Date: 2016
Accession Number: EJ1122280
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1122280
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  Data: Why Agricultural Educators Remain in the Classroom
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2013 54(2):1-14.
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Work+Relationship%22">Family Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Careers%22">Careers</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Location%22">Geographic Location</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Alabama%22">Alabama</searchLink><br /><searchLink fieldCode="DE" term="%22Arkansas%22">Arkansas</searchLink><br /><searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink><br /><searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink><br /><searchLink fieldCode="DE" term="%22Mississippi%22">Mississippi</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 1042-0541
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  Label: Abstract
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  Data: The purpose of this study was to identify and describe factors that are related to agricultural educator career retention and to explore the relationships between work engagement, work-life balance, occupational commitment, and personal and career factors as related to the decision to remain in the teaching profession. The target population for this study was defined as experienced agricultural educators who had completed a minimum of four years of teaching experience, who were currently employed in a secondary agricultural education classroom for the 2009-2010 school calendar. The accessible population consisted of those experienced agricultural educators in the southern region of the United States: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee. The study sought responses from a stratified random sample of those teachers to ensure geographical and gender representation equivalent that of the target population. This study employed descriptive-correlational research procedures. The instrument was constructed utilizing portions of four studies to measure the variables of interest. A linear regression analysis revealed a 25% variance in occupational commitment attributed to work-life balance and work engagement combined.
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  Data: As Provided
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  Data: 50
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  Data: 2016
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  Data: EJ1122280
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1
    Subjects:
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Family Work Relationship
        Type: general
      – SubjectFull: Careers
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Geographic Location
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Alabama
        Type: general
      – SubjectFull: Arkansas
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: Georgia
        Type: general
      – SubjectFull: Louisiana
        Type: general
      – SubjectFull: Mississippi
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      – SubjectFull: North Carolina
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      – SubjectFull: South Carolina
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: Why Agricultural Educators Remain in the Classroom
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            NameFull: Crutchfield, Nina
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            NameFull: Ritz, Rudy
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            NameFull: Burris, Scott
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              Type: published
              Y: 2013
          Identifiers:
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              Value: 1042-0541
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              Value: 54
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