Lessons Learned: Challenges and Triumphs of First-Year Agriculture Teachers During a Global Pandemic

Shelby Davis; Jay K. Solomonson; Lucas D. Maxwell; Steven M. Still; Andrew J. Baker

doi:10.5032/jae.v66i3.3255

Authors

Shelby Davis Illinois State University
Jay K. Solomonson Illinois State University https://orcid.org/0000-0001-7375-408X
Lucas D. Maxwell Illinois State University https://orcid.org/0009-0005-3691-4650
Steven M. Still Southern Illinois University https://orcid.org/0009-0001-4930-7359
Andrew J. Baker Western Illinois University https://orcid.org/0009-0005-6767-0513

DOI:

https://doi.org/10.5032/jae.v66i3.3255

Keywords:

school-based agricultural education, early career teachers, Qualitative, COVID-19 pandemic

Abstract

The COVID-19 pandemic significantly disrupted educational systems, presenting unique challenges for early-career School-Based Agricultural Education (SBAE) teachers. Despite extensive research on beginning teacher challenges, limited attention has been given to how first-year SBAE teachers adapted during this global crisis. This study addresses that gap by exploring the lived experiences of nine first-year SBAE teachers in Illinois during the 2020–2021 academic year. Using a transcendental phenomenological approach, researchers conducted semi-structured interviews to investigate first-year agriculture teachers’ anticipated versus actual experiences, instructional adaptations, encountered challenges, and perceived positive outcomes. Key findings revealed that adaptability and innovation were essential, as participants continuously revised instruction and FFA programming to meet shifting COVID-19 protocols. Teachers reported difficulty building relationships with students due to masks, hybrid models, and reduced interaction, resulting in lower motivation and engagement. The traditional three-circle model of SBAE was imbalanced, with a strong emphasis on classroom teaching and reduced focus on SAE and FFA. However, participants noted silver linings, including improved technological proficiency and time to focus on pedagogy without the pressure of extracurricular responsibilities. Findings from this study underscore the need for targeted support systems for early-career SBAE teachers, particularly during times of disruption. Professional development should include training in digital instructional tools, adaptive leadership, and strategies for maintaining student engagement in all components of the three-circle model. Future research should investigate the evolving role of technology, equitable access to SBAE experiences, and the long-term effects of beginning a teaching career during crisis conditions on teacher retention.

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