Classroom Instruction and FFA/SAE Responsibilities Creating the Most Stress for Female Teachers in the Southeast

Abstract

Teacher attrition research in agricultural education has found that teachers are at high risk of leaving the profession early in their careers (Kelsey, 2006; Myers, Dyer, & Washburn, 2005; Heath-Camp & Camp, 1990). In addition, female teachers are more likely to leave the profession than male teachers (Kelsey, 2006; Thompson, 1986). Identified dis-satisfiers include lack of administrative support and working long hours (Boone, 2003; Moore & Camp, 1979). Lazarus’s Theory of Psychological Stress in- dicates that once a teacher appraises a stressor they will seek to master, tolerate, or reduce the demands of the stressor (Lazarus, 1991). If mastery is not deemed possible, toleration and/or reduction of stressor demand could result in attrition from the profession. By identifying specific stressors related to classroom instruction and FFA/SAE responsibilities, coping strategies may be developed to aid in reducing stress for female teachers. Results indicated that preparing proficiency applications, planning FFA banquet, preparing CDE teams, paperwork/reports, creating new curriculum, and lack of teaching materials were the FFA/SAE responsibilities and classroom responsibilities creating the highest amount of stress. Time management strategies, especially related to planning spring semester events when FFA banquets are held and applications are due, may be useful for the teachers in this study.