An Investigation of the Routes to Certification and Turnover Intentions of Wisconsin Agriculture Teachers

Abstract

The purpose of this study was to examine the routes to certification and turnover intentions of agriculture teachers to identify differences between alternatively and traditionally certified teachers. The population consisted of a census of early career agriculture teachers in Wisconsin with fewer than three years of teaching (N = 67) with a response rate of 52% (n = 35). The majority of respondents were traditionally certified (71%) through a bachelor’s degree program, and 29% were alternatively certified through three different routes. Respondents had moderately low turnover intentions to leave the agriculture classroom as a teacher with no statistical difference (U = 130.50, p = .843) between traditionally and alternatively certified teachers. Additionally, there was no correlation between turnover intentions and traditional and alternative certification routes. While this study is not generalizable to other populations, it does provide the first insight into agricultural education research on how teachers are being alternatively certified. The results of this study prompt the need for further research on alternative certification in agricultural education, focusing on the types of programs and preparation, as well as the impact of certification route on turnover.