Sowing Success: The Impact of Pedagogical Content Knowledge and Professional Development on the Turnover Intentions of SBAE Teachers

Abstract

This study aimed to describe school-based agricultural education (SBAE) teachers' perceived Pedagogical Content Knowledge (PCK), individualized professional development needs, and turnover intentions by certification type. Moreover, this study aimed to explain the relationship between these variables and the turnover intentions of SBAE teachers. A series of survey questions were used to describe the sample of SBAE teachers, their PCK, professional development needs, and turnover intentions. Notably, regardless of certification type, participants displayed comparable levels of PCK, and there was a considerable overlap in their preferences for professional development topics. Despite the certification differences, both groups of teachers exhibited moderately low turnover intentions. Furthermore, the statistical analysis addressing the impact of PCK on turnover yielded insignificant results, suggesting that a myriad of factors play a role in influencing the turnover intentions of SBAE teachers.