Foundations First: A Self-Determination Theory Analysis of Agricultural Education Teacher Well-Being and Retention
DOI:
https://doi.org/10.5032/jae.v67i1.2912Keywords:
commitment, engagement, balance, retention, genderAbstract
In the persistent shortage of school-based agricultural education (SBAE) teachers, this study examined the hierarchy of factors influencing teacher retention in Alabama. Grounded in self-determination theory (SDT), the research examined the interplay between intrinsic psychological needs and external supports within a participant sample of 128 SBAE teachers. The findings suggested that a framework of professional needs is necessary, where tangible, external supports (e.g., administrative, financial security) were more critical for retention than the intrinsic factors of work engagement and occupational commitment. Interpreted through SDT, this suggests an environment that successfully fosters teachers’ needs for competence and relatedness but fails to support their need for autonomy, as evidenced by a deficit in work-life choice that poses a direct threat to educator well-being. While male and female teachers shared core intrinsic motivations, they demonstrated divergent support needs. These findings suggest that retaining SBAE teachers requires prioritizing foundational and structural supports that enable their intrinsic motivation for sustainable long-term engagement in the SBAE profession.
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