Multi-Temporal Perspectives on Teacher Job Satisfaction and Intent to Remain an Agricultural Educator

Aaron J. McKim; Jessica M. Toombs; Catlin M. Goodwin

doi:10.5032/jae.v67i3.3359

Authors

Aaron J. McKim Michigan State University https://orcid.org/0000-0002-0600-3611
Jessica M. Toombs Michigan State University https://orcid.org/0000-0002-6451-0056
Catlin M. Goodwin University of Arkansas https://orcid.org/0000-0003-0312-8504

DOI:

https://doi.org/10.5032/jae.v67i3.3359

Keywords:

agriculture teacher shortage, intent to remain, job satisfaction, teacher success, temporal perspectives

Abstract

The agriculture teacher shortage continues to be the most daunting challenge within the discipline. Within agricultural education scholarship exploring this challenge, job satisfaction and agriculture teachers’ intent to remain in the profession are commonly used constructs. An opportunity existed to diversify the perspectives of these commonly explored constructs by using a multi-temporal approach in which teachers were asked to report their past, present, and future job satisfaction and intent to remain. The current study seized that opportunity through survey research methods in Michigan grounded in the Integrated Model of Work Motivation. Findings from this research suggest minimal differences in how teachers perceived their past, present, and future job satisfaction; alternatively, present intent to remain was consistently higher than past or future intent to remain. This study also illuminates populations of agriculture teachers in Michigan which report lower job satisfaction and intent to remain across temporal perspectives, including suburban agriculture teachers, mid-career teachers, and female agriculture teachers. Recommendations for conducting scholarship on agriculture teacher job satisfaction and intent to remain are explored at the conclusion of the manuscript alongside practical recommendations for supporting the satisfaction and retention of all agricultural educators.

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References

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