Exploring the Lived Experiences of Novice School Based Agricultural Education Teachers in California: A Phenomenological Study
DOI:
https://doi.org/10.5032/jae.v66i4.3009Keywords:
attrition, novice teachers, social supportAbstract
The purpose of this qualitative study was to explore the lived experiences of novice, secondary school-based agricultural education (SBAE) teachers in the state of California. Social support theory guided this study. With 10 novice SBAE teachers serving as study participants, data collection included a questionnaire, individual interviews, and focus groups. Data were analyzed by a seven-step, modified Van Kamm data analysis procedure. Findings include four themes: (1) Teacher-teacher interactions and teacher-supporting staff interactions propel or hinder the novice SBAE teacher’s career; (2) Agriculture-specific induction program is a consistent support system which provides valuable information, professional connections, and emotional support; (3) California Agricultural Teachers' Association offers dynamic professional development, yet some leaders and members lack professional communication and responsibility; and (4) Novice SBAE teachers actively seek to improve balance while finding success in their chosen profession. These lived experiences led to a set of implications and recommendations for agricultural education.
Downloads
References
Blackburn, J. J., Bunch, J. C., & Haynes, J. C. (2017). Assessing the relationship of teacher self-efficacy, job satisfaction, and perception of work-life balance of Louisiana agriculture teachers. Journal of Agricultural Education, 58(1), 14-35. https://files.eric.ed.gov/fulltext/EJ1138978.pdf
Breen, R. L. (2006). A Practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463–475. https://doi.org/10.1080/03098260600927575 DOI: https://doi.org/10.1080/03098260600927575
California Agricultural Education. (2020, September 5). https://myemail.constantcontact.com/Golden-Slate-Newsletter---September-2020.html?soid=1124095538556&aid=p_RSbrhhnTo
California Agricultural Education. (2021, February 15). https://myemail.constantcontact.com/Golden-Slate-Newsletter--Sacramento-Scene---CDE-Updates---Keeping-Faith---MJC-Legacy---Reopening-Campuses---5k-for-FFA.html?soid=1124095538556&aid=b34yXyEdRbU
Caspersen, J., & Raaen, F. D. (2013). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 1-23. https://doi.org/10.1080/13540602.2013.848570 DOI: https://doi.org/10.1080/13540602.2013.848570
Clemons, C.A., & Lindner, J. R. (2019). Teacher longevity and career satisfaction in the secondary agricultural education classroom. Journal of Agricultural Education, 60(1), 186-201. https://doi.org/10.5032/jae.2019.01186 DOI: https://doi.org/10.5032/jae.2019.01186
Cobb, S. (1976). Social support as a moderator of life stress. Psychometric Medicine, 38(5), 300-314. https://doi.org/10.1097/00006842-197609000-00003 DOI: https://doi.org/10.1097/00006842-197609000-00003
Cohen, S., & McKay, G. (1984). Social support, stress, and the buffering hypothesis. A theoretical analysis. In A. Baum, J. E. Singer, & S.E. Taylor (Eds), Handbook of psychology and health, 4, p. 253-267. Lawrence Erlbaum Associates, Inc. DOI: https://doi.org/10.1201/9781003044307-10
Cohen, S., & Syme, S. L. (1985). Issues in the study and application of social support. In S. Cohen & S. L. Syme (Eds.), Social support, and health (pp. 3-22). Academic.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications, Inc.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry& research design: Choosing among five approaches (4th edition). Sage Publications, Inc.
Dempsey, H., MacCallum, J., & Mansfield, C. F. (2021). Early career casual teachers: The role of relationships with colleagues in negotiating a teacher identity and developing resilience. In C. F. Mansfield (Ed.), Cultivating Teacher Resilience. Springer. https://doi.org/10.1007/978-981-15-5963-1_13 DOI: https://doi.org/10.1007/978-981-15-5963-1_13
DiBenedetto, C. A., Willis, V. C., & Barrick, R. K. (2018). Needs assessment for school-based agricultural education teachers: A review of the literature. Journal of Agricultural Education, 59(4), 52-71. https://doi.org/10.5032/jae.2018.04052 DOI: https://doi.org/10.5032/jae.2018.04052
Easterly, R. G. T., & Myers, B. E. (2019). Professional development engagement and career satisfaction of agriscience teachers. Journal of Agricultural Education, 60(2), 69-84. https://doi.org/10.5032/jae.2019.02069 DOI: https://doi.org/10.5032/jae.2019.02069
Easterly, R. G., & Simpson, K. (2020). An examination of the curricular resource use and self-efficacy of Utah-based agricultural education teachers: An exploratory study. Journal of Agricultural Education, 61(4), 30-45. https://doi.org/10.5032/jae.2020.04035 DOI: https://doi.org/10.5032/jae.2020.04030
Eck, C., & Edwards, C. (2019). Teacher shortage in school-based agricultural education (SBAE): A historical review. Journal of Agricultural Education, 60(4), 223-239. https://doi.org/10.5032/jae.2019.04223 DOI: https://doi.org/10.5032/jae.2019.04223
Eddles-Hirsch, K. (2015). Phenomenology and educational research. International Journal of Advanced Research, 3(8), 251-260. https://doi.org/10.1093/obo/9780199756810-0042 DOI: https://doi.org/10.1093/obo/9780199756810-0042
Ferand, N. K., Thoron, A. C., & Myers, B. (2020). The relationship to prior FFA membership on perceived ability to manage an FFA chapter. Journal of Agricultural Education, 61(2), 162-172. https://doi.org/10.5032/jae.2020.02162 DOI: https://doi.org/10.5032/jae.2020.02162
Foor, R. M., & Cano, J. (2012). Mentoring abilities and beliefs of Ohio secondary agricultural education mentor teachers. Journal of Agricultural Education, 53(1), 162-175. https://doi.org/10.5032/jae.2012.01162 DOI: https://doi.org/10.5032/jae.2012.01162
Foster, D. D., Lawver, R. G., & Smith, A. R. (2020). National agricultural education supply and demand study, 2019 executive summary. http://aaaeonline.org/Resources/Documents/NSD2019Summary.pdf
Foster, D. D., Lawver, R. G., & Smith, A. R. (2022). California agriculture teacher supply and demand profile. https://nsd.aaaeonline.org/State_at_a_Glance_select.aspx
Franklin, E. A., & Molina, Q. F. (2012). Teacher induction programs in agricultural education: Description of the role of AAAE higher education teacher preparation programs. Journal of Agricultural Education, 53(1), 123-135.htpps://doi.org/10.5032/jae.2012.01123 DOI: https://doi.org/10.5032/jae.2012.01123
Frost, K. J., & Rayfield, J. (2020). Decision to enter the classroom as an agriculture teacher: An exploratory qualitative investigation. Journal of Agricultural Education, 61(1), 247-261. https://doi.org/10.5032/jae.2020.01247 DOI: https://doi.org/10.5032/jae.2020.01247
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research (8th edition). Allyn and Bacon.
Gore, S. (1981). Stress-buffering functions of social supporters: An appraisal and clarification of research methods. In B. S. Dohrenwend & B.P. Dohrenwend (Eds), Stressful life events and their contexts (p. 202-222). Prodist.
Gourneau, B. (2014). Challenges in the first year of teaching: Lessons learned in an elementary education resident teacher program. Contemporary Issues in Education Research, 7(4), 299-318. https://doi.org/10.19030/cier.v7i4.8844 DOI: https://doi.org/10.19030/cier.v7i4.8844
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75-91. https://doi.org/10.1007/bf02766777 DOI: https://doi.org/10.1007/BF02766777
Hasselquist, L., Herndon, K., & Kitchel, T. (2017). School culture’s influence on beginning agriculture teachers’ job satisfaction and teacher self-efficacy. Journal of Agricultural Education, 58(1), 267-279. https://doi.org/10.5032/jae.2017.01267 DOI: https://doi.org/10.5032/jae.2017.01267
House, J. S. (1981). Work stress and social support. Addison-Wesley Publishing Company, Inc.
Ingersoll, R. (2012, May). Beginning teacher induction: What the data tell us. Phi Delta Kappa International, 93(8), 47-51. https://repository.upenn.edu/gse_pubs/234/ DOI: https://doi.org/10.1177/003172171209300811
Ingram, M., Sorenson, T., Warnick, B. K., & Lawver, R. G. (2018). The influence of school-based agricultural education on preservice agricultural teachers’ choice to teach. Journal of Agricultural Education, 59(2), 64-78. https://doi.org/10.5032/jae.2018.02064 DOI: https://doi.org/10.5032/jae.2018.02064
Kantrovich, A. J. (2010). A national study of the supply and demand for teachers of agricultural education from 2007-2009. American Association for Agricultural Education. https://www.naae.org/teachag/2010%20AAAE%20Supply%20Demand%20Study.pdf
Korte, D. S., & Simonsen, J. C. (2018). Influence of social support on teacher self-efficacy in novice agricultural education teachers. Journal of Agricultural Education, 59(3), 100-123. https://doi.org/10.32469/10355/61946 DOI: https://doi.org/10.5032/jae.2018.03100
Langley, G. C., Martin, M., & Kitchel, T. (2014). Novice agriculture teachers’ general self-efficacy and sense of community connectedness. Journal of Agricultural Education, 55(4), 1-11. https://doi.org/10.5032/jae.2014.04001 DOI: https://doi.org/10.5032/jae.2014.04001
Lemons, L.L, Brashears, T. M., Burris, S., Meyers, C. & Price, M. A. (2015). Factors contributing to attrition as reported by leavers of secondary agriculture programs. Journal of Agricultural Education, 56(4), 17-30. https://doi.org/10.5032/jae.2015.04017 DOI: https://doi.org/10.5032/jae.2015.04017
Moore, L. L., & Swan, B. G. (2008). Developing best practices of teacher induction. Journal of Agricultural Education, 49(4), 60-71. https://doi.org/10.5032/jae.2008.04060 DOI: https://doi.org/10.5032/jae.2008.04060
Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Inc. DOI: https://doi.org/10.4135/9781412995658
Nias, J. (2005). Why teachers need their colleagues: A developmental perspective. In D. Hopkins (Ed.), The practice and theory of school improvement. Springer. https://doi.org/10/1007/1-4020-4452-6_12 DOI: https://doi.org/10.1007/1-4020-4452-6_12
Patton, M. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications, Inc.
Polkinghorne, D. E. (1989). In R. S. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology (pp. 41-60). Plenum Press. DOI: https://doi.org/10.1007/978-1-4615-6989-3_3
Rayfield, J., McKim, B., Smith, K., Lawrence, S., & Stair, K. (2014). Developing attitudinal metrics for induction-year agricultural education teachers. Journal of Agricultural Education, 55(1), 38-50. https://doi.org/10.5032/jae.2014.01038 DOI: https://doi.org/10.5032/jae.2014.01038
Renbarger, R., & Davis, B. K. (2019). Mentors, self-efficacy, or professional development: Which mediate job satisfaction for new teachers? A regression examination. Journal of Teacher Education and Educators, 8(1), 21-34. https://eric.ed.gov/?id=EJ1214939
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/efi-2004-22201 DOI: https://doi.org/10.3233/EFI-2004-22201
Smalley, S., Hainline, M.S., & Sands, K. (2019). School-based agricultural education teachers’ perceived professional development needs associated with teaching, classroom management, and technical agriculture. Journal of Agricultural Education, 60(2), 85-98. https://doi.org/10.5032/jae.2019.02085 DOI: https://doi.org/10.5032/jae.2019.02085
Smith, A. R., Lawver, R. G., & Foster, D. D. (2019). National Agricultural Education Supply and Demand Study, 2018 executive summary. http://aaaeonline.org/Teacher-Supply-and-Demand
Solomonson, J. K., & Retallick, M. S. (2018). Over the edge: Factors nudging mid-career, school-based agriculture teachers out of the profession. Journal of Agricultural Education, 59(4), 1-19. https://doi.org/10.5032/jae.2018.04001 DOI: https://doi.org/10.5032/jae.2018.04001
Solomonson, J. K., Thieman, E. B., Korte, D. S., & Retallick, M.S. (2019). Why do they leave and where do they go? A qualitative study of Illinois school-based agriculture teachers who left the profession. Journal of Agricultural Education, 60(4), 115-131. https://doi.org/10.5032/jae.2019.04115 DOI: https://doi.org/10.5032/jae.2019.04115
Sorensen, T. J., McKim, A. J., & Valez, J. J. (2016). Why agriculture teachers leave: A national examination of turnover intentions and work-family conflict. Journal of Agricultural Education, 57(4), 186 – 201. https://doi.org/10.5032/jae.2016.04186 DOI: https://doi.org/10.5032/jae.2016.04186
Sorensen, T. J., McKim, A. J. (2014). Perceived work-life balance ability, job satisfaction, and professional commitment among agriculture teachers. Journal of Agricultural Education, 55(4), 116-132. https://doi.org/10.5032/jae/2014.04116 DOI: https://doi.org/10.5032/jae.2014.04116
Stripling, C. T., & Ricketts, J. C. (2016). Research priority 3: Sufficient scientific and professional workforce that addresses the challenges of the 21st century. In T.G. Roberts, A. Harder, & M. T. Brashears (Eds.), American Association for Agricultural Education National Research Agenda: 2016-2020 (pp. 29-35) Gainsville, FL: Department of Agricultural Education and Communication.http://www.aaaeonline.org/resources/Documents/AAAE%20National%20Research%20Agenda.pdf
Sutherland, S. S., & Burlingham, H. H. (1982). A history of agricultural education in California secondary schools. https://www.calaged.org/sites/default/files/apb/special-list/A%20History%20of%20Ag%20Education%20in%20Secondary%20Schools_21691.pdf
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13, 187-202. https://onlinelibrary.wiley.com/journal/15732770 DOI: https://doi.org/10.1007/BF00905728
Thorton, K., Easterly, R. G., & Simpson, K. (2020). Curricular resource use and the relationship with teacher self-efficacy among New Mexico school-based agricultural education teachers. Journal of Agricultural Education, 61(4), 343-357. https://doi.org/10.5032/jae.2020.04343 DOI: https://doi.org/10.5032/jae.2020.04343
Traini, H. W., Clafin, K., Stewart, J. & Velez, J.J. (2019). Success, balance, but never both: Exploring reified forms of success in school-based agricultural education. Journal of Agricultural Education, 60(4), 240-254. https://doi.org/10.5032/jae.2019.04240 DOI: https://doi.org/10.5032/jae.2019.04240
Tummons, J., Kitchel, T., & Garton, B. (2016). Expectation congruency and psychosocial support in formal agriculture teacher mentoring relationships. Journal of Agricultural Education, 57(4), 68-85. https://doi.org/10.5032/jae.2008.04060 DOI: https://doi.org/10.5032/jae.2016.04068
Warsame, K. & Valles, J. (2018). An analysis of effective support structures for novice teachers. Journal of Teacher Education and Educators, 7(1), 17-42. http://jtee.org/
Yopp, A. Edgar, D., & Croom, D. (2020). Technical in-service needs of agriculture teachers in Georgia by career pathway. Journal of Agricultural Education, 61(2), 109. https://doi.org/10.5032/jae.2020.02001 DOI: https://doi.org/10.5032/jae.2020.02001
Zimet, G. D., Dahlem, N. W., Zimet, S. G. & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30-41. https://doi.org/10.1207/s15327752jpa5201_2 DOI: https://doi.org/10.1207/s15327752jpa5201_2
Downloads
Published
How to Cite
Issue
Section
