Factors Related to Teachers' Intention to Leave the Classroom Early

Abstract

The challenge of retaining teachers in the profession of agricultural education is a prevalent and growing problem in the United States. The purpose of this study was to determine the primary factors contributing to intention to leave the profession among Georgia agriculture teachers. Teacher-participants responded to a web-based survey which sought to determine the following: the demographics of Georgia agriculture teachers, self-perceived likelihood of leaving the profession, job satisfaction as it relates to working con- ditions, and contributing factors to self-perceived likelihood of leaving the profession. Respondents were generally satisfied with their jobs, and the majority of teachers planned to remain in the profession. Dif- ferences were identified between genders in the area of job satisfaction and self-perceived likelihood of leaving their current position. Teachers were most likely to leave the profession because of retirement, family, and commitments to children. Teachers were most dissatisfied because of burnout.