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Agricultural teacher educators were moderately satisfied with their job. Based upon this finding, it was concluded that agricultural teacher educators have remained satisfied with their jobs for twenty-years. The agricultural teacher educators were also moderately satisfied with the selected job factor, personal growth and satisfaction. To the contrary, agricultural teacher educators were only slightly satisfied with the selected job factors policy and administration and fiscal resources. When entered into a regression equation, the selected job factors accounted for 65% of the variance in the level of overall job satisfaction among agricultural teacher educators. The factor personal growth and satisfaction had a larger influence in the level of job satisfaction than the factors policy and administration and fiscal resources. It was also concluded that the 3-Factor Job Satisfaction Scale was a valid measure of the selected job factors: policy and administration, personal growth and satisfaction, and fiscal resources.
Abstract.
Many states across the country have felt the impact of a nationwide teacher shortage. Specifically, the state of Mississippi has experienced a shortage of certified agricultural education teachers. Unfortunately, during a time, a novel virus (Coronavirus or COVID-19) swept the entire world and shook the academic world to its core. Like the majority, educators were encouraged to adopt a variety of approaches to better flow with the changes in their “normal” routines. Many researchers have suggested that teachers are leaving education due to little resources, recognition, and high job demands, which correlates to poor job satisfaction and symptoms of burnout. The COVID- 19 pandemic is a potential factor in the teacher retention rates. This study observes levels of job satisfaction and burnout among Mississippi agricultural education teachers. As well as considering the COVID-19 pandemic as an element to these levels as well.
Abstract.
The preparation of school-based agriculture teachers has been a part of public education for over 100 years. However, there is a lack of texts available that address the components of teacher education in agriculture including teacher preparation and related activities. Further study that goes beyond concepts to include practice and applications is required in order to further develop educators in this sector. Preparing Agriculture and Agriscience Educators for the Classroom provides an up-to-date consideration of the best practices for developing and enhancing a complete teacher preparation program and highlights and showcases concepts and applications. It is a mainstay for teacher education and teacher preparation in agriculture and is applicable anywhere in the world where teaching agriculture exists. Covering a range of topics such as field experiences and student learning, this reference work is ideal for researchers, scholars, practitioners, academicians, administrators, instructors, and students.